Kemp, E. L. History of Education, pp. 17.
Kiddle & Schem. Cyclopedia of Education, pp. 132-134, 244.
Laurie, S. S. History of Pre-Christian Education, 2d ed., pp. 103-152.
Lee, Yan Phon. When I Was a Boy in China, p. 50 ff.
Legge, Jas. Life of Confucius, p. i. Also the Chinese, pp. 1-96, and
the Chinese Classics, 7 vols.
Painter, F. V. N. History of Education, pp. 3-6.
Payne, Jos. History of Education, vol. 2, pp. 3-6.
Rosenkranz, J. K. F. Philosophy of Education, pp. 196-200.
Seeley, Levi. History of Education, p. 20.
Shoup, W. J. History and Science of Education, pp. 141-143.
Smith, A. H. Village Life in China, pp. 70-140.
Sonnenschein. Cyclopedia of Education, pp. 373-376.
Taylor, H. O. Ancient Ideals, 1:17-57.
Williams, S. G. Woman in China. New Eng. 38:184.
Boys and Young Men. New Eng. 27 -297.
For further reference, see Encyclopedia, and recent
magazines.
Some of the Questions to be Considered in the Education of the
Various Countries.
1. What are our principal sources of information?
2. Territorial limitations and natural conditions of the country.
3. Government and religion in their effect upon education.
4. The instruments of education employed, i. e., books, buildings and
apparatus, and also teachers.
5. The methods of education.
271] APPENDIX 271
6. Divisions or classes of society.
7. Social and family life.
8. Who received the benefits of education?
9. What distinction is made in regard to sex?
10. How is education managed?
11. What is the aim or ideal of education?
12. What are its practical results?
13. Good and bad features of the educational system.
From Chinese Records, the Hsiao King and the Li Ki.
" The Master said, Now filial piety is the root of (all) virtue and
(the stem) out of which grows (all moral) teaching. Sit down again,
and I will explain the subject to you. Our bodies — to every hair and
bit of skin — are received by us from our parents, and we must not
presume to injure or wound them; this is the beginning of filial piety.
When we have established our character by practice of the (filial)
course, so as to make our name famous in future ages, and thereby
glorify our parents : this is the end of filial piety. It commences with
the service of parents ; it proceeds to the service of rulers ; it is com-
pleted by the establishment of the character." ^
" The Rules of Propriety are simply (the development of) the prin-
ciple of Reverence. Therefore the reverence paid to the father makes
(all) sons pleased; the reverence paid to an elder brother makes (all)
younger brothers pleased; the reverence paid to a ruler makes (all)
subjects pleased. The reverence paid to one man makes thousands
and myriads of men pleased. The reverence is paid to few, and the
pleasure extends to many — this is what is meant by an " All-embracing
Rule of Conduct." 2
" If a man observe the rules of propriety, he is in a condition of
security ; if he do not, he is in one of danger. Hence, there is the saying,
* The rules of propriety should by no means be left unlearned.' Pro-
priety is seen in humbling one's self and giving honor to others. Even
porters and peddlers are sure to display this honor (in some cases) ;
how much more should the rich and noble do so (in all) ! When the
rich and noble know to love propriety, they do not become proud nor
dissolute. When the poor and mean know to love propriety, their
minds do not become cowardly." '
' In Sacred Books of the East. Translated by Jas. Legge, edited by F. Max Muller.
3d edition. Oxford, 1S99. 3:466.
*Ibid.. 3:482. " Ibid., Oxford. i88s. 27:65.
272 APPENDIX [^2y2
INDIA AND THE HINDUS.
References:
Clarke, J. F. Brahmanism, Atlan. Mo., 23 :548.
Clarke, J. F. Buddhism or Protestantism of the East. Atlan. Mo.,
23713-
Compayre, G. History of Pedagogy, pp. 2-6.
Davidson's History of Education, p. 58.
Davies, William. Religion of Gotama Buddha. Atlan. Mo., 74:334.
DuBois, A. J. People of India. North Amer. Rev., 9:38.
Hewitt, A. F. Catholic Education in India (Modern). Cath. World,
6s :289.
Kemp, E. L. History of Education, p. 26.
Kiddle & Schem. Cyclopedia of Education, pp. 456-457.
Laurie. S. S. Pre-Christian Education, pp. 165-188; 2d ed., pp. 155-177.
School Rev., i :668.
Martin, W. A. P. The Renaissance in China. New Eng. 28:47.
McLauren, J. Anglo Education in India. Missionary Rev., n. s., 13 -.^og.
Painter, F. V. N. History of Education, pp. 15-21.
Payne, Jos. History of Education, v. 2, pp. 6-8.
Rosenkranz, J. K. F. Philosophy of Education, pp. 200-202.
Schmid, K. A. Geschichte der Erziehung, I.
Seeley, Levi. History of Education, p. 29.
Shoup, W. J. History and Science of Education, pp. 138-140.
Sonnenschein. Cyclopedia of Education, pp. 379-385.
Taylor. H. O. Ancient Ideals, i :84.
Vas, S. Some Religious Temples in India (Modern). Cath. World,
73 :569.
Ward, W. Writings, Religion and Manners of the Hindus. Edin-
burgh Review, 29:377.
Wilder, R. P. Educated Classes in India. Missionary Rev., n. s., li :897.
In your study of Hindu education, follow suggestions as given
in the former lesson.
1. Note political and religious variations from the Chinese and
their effect upon education.
2. Account for these changes.
3. Do they represent a higher or a lower civilization? Why?
4. What industries were known to the Hindu?
5. What classes of society were recognized?
6. On what was class distinction based? What effect has caste
on education ?
7. Characterize their ideal man ; the ideal woman.
In pre-Christian education our thought will be confined largeK to
the " Golden Age " of the people.
273] APPENDIX 273
Extracts from Hindu Records. ,;{
"Natural dispositions can be altered by education." ''')â– '.
" Water though heated gets back its chilliness."
"A man will, without any doubt, become similar to those by whom
he is waited upon, or to those on whom he himself waits." From
Pant?chatantra : Trans, by Ludwig Fritze, 1884.
" To learn and to understand the Vedas, to practice pious morti-
fications, to acquire divine knowledge of the law and of philosophy,
to treat with veneration his natural and spiritual father, these are
the chief duties by means of which endless felicity is obtained."
" Women have no business to repeat texts from the Vedas. This is
the law established." " Let not a husband eat with his wife, nor look
at her eating."
â– ' No act is to be done according to her own will by a young girl, a
young woman, or even by an old woman, though in their own houses."
Laws of Manu, Lect. V. 147.
"In her childhood a girl should be under her father; in her youth,
of her husband ; her husband being dead, of her sons ; a woman should
never enjoy her own will." Lect. V, 148.
" She who. restrained in mind, speech, and body, is not unfaithful to
her husband, attains the abode of her husband, and is called virtuous
by the good." Lect. IX, 29.
" One who understands the Veda-treatise deserves rule over armies,
kingly power, the right to adjudge punishment, and the governorship
of all the world." Lect. XII. 100.
" Those who have perused many literary compositions are superior
to those who are ignorant; those who remember what they learn are
better than those who have perused many literary compositions ; those
who understand what they learn are superior to those who remember
it ; those who practice what they learn are better than those who un-
derstand it." Lect. XII. 103.
" The best source of deliverance for a Brahman is (ascetic) austerity
and (Vedic) wisdom; through (ascetic) austerity one slays sin, through
(Vedic) wisdom one gets immortality." Lect. XII. 104. The last para-
graphs have been quoted from The Ordinances of Manu, Triibner's
Oriental Series, edited by E. W. Hopkins, Columbia College, N. Y.,
1884.
274 APPENDIX [274
PERSIANS.
References:
Arnold, Mathew. Persian Passion Play. Cornh., 24:668.
Benjamin, S. G. W. A Glance at the Arts of Persia. Cent., 10:716.
Domestic and Court Customs. Harper, 72:217;
also, The Tazieth or Persian Passion Play,
Harper, 72 -.^60.
Clarke, J. F. Zoroaster and the Zend-Avesta. Atlan. Mo., 24:150.
Davidson, Thos. History of Education, p. 66.
Emerson, R. W. Persian Poetry. Atlan. Mo., i :724.
Herodotus. History, Trans, by Cary, pp. 61-62.
Jackson, A. W. Teaching of the Ancient Zoroastrian Religion. Public
Opinion, 21 :53i.
Karib, Ruel B. Persian Women. Cosmop., 13 :668.
Kemp, E. L. History of Education, p. 34.
Kiddle & Schem. Cyclopedia of Education, pp. 691-693.
Laurie, S. S. History of Early Education. School Rev., 2:129.
Survey of Pre-Christian Education, pp. 189-208; 2d ed.,
pp. 178-195-
Macaulay, G. C. The History of Herodotus, i :6oh7i.
Painter, F. V. N. History of Education, pp. 21-26.
Pelly, Sir Lewis. Persian Miracle Play. Edinb. Rev., 151 :73.
Payne, Joseph. History of Education, 2 -.g.
Persian Manners. All the Year, 9:371.
Rawlinson, G. Five Great Monarchies, i :39i ; 3 :238-247.
Rosenkranz, J. K. F. Philosophy of Education, p. 207.
Sayce, A. H. The Ancient Empires of the East.
Schmid, K. A. Geschichte der Erziehung, i.
Seeley, Levi. History of Education, p. 36.
Shoup, W. J. History and Science of Education, p. 133.
Tennyson, Lionel. Persia and its Passion Drama. 19th Cent., 9:623.
Williams, Monier. Religion of Zoroaster. 19th Cent., 9:155.
Persian Characteristics. Nation, i :3i4.
Strachey, Edward. Persian Poetry. Atlan. Mo., 71 :322.
Sonnenschein. Cyclopedia of Education, pp. 385-388.
Xenophon. Cyropedeia, Book L Ch. 2.
1. Compare Persian Education with the education of the countries
already studied.
2. Does Persia represent an earlier or later civilization? Give rea-
sons for answer.
3. Who received the benefits of education?
4. Show how their religious belief influenced their education and
political life.
2/5] APPENDIX 275
5. What did they consider the three cardinal virtues? Why?
6. What was their ideal man? Their ideal woman?
7. Describe their system of education.
8. Who were the Magi? How did they obtain their office? How
educated ? How esteemed ?
9. The nature of the Persian literature?
Extracts from Persian Records and Herodotus.
" He who is less than thee consider as an equal, and an equal as a
superior, and a greater than he as a chieftain, and a chieftain as a
ruler. Among rulers one is to be acquiescent, obedient and truth-
speaking ; and among accusers be submissive, mild and kindly re-
gardful. Good government is that which maintains and directs a pro-
vince flourishing, the poor untroubled, and the law and customs true,
and sets aside improper laws and customs. It well maintains water
and fire by law, and keeps in progress the ceremonial of the sacred
beings, duties and good works."
" The Persians more than any other men admit foreign usages ; . . .
they adopt all kinds of luxuries when they hear of them. ... It is
established as a sign of manly excellence, next after excellence in fight,
to be able to show many sons ; and to those who have the most, the king
sends gifts every year, for they consider number to be a source of
strength. And they educate their children, beginning at five years old
and going on till twenty, in three things only, in riding, in shooting,
and in speaking the truth : but before a boy is five years of age he does
not come into the presence of his father, but lives with the women ;
and it is so done for this reason, that if the child should die while he
is being bred up, he may not be the cause of any grief to his father. . . .
Whatever things it is not lawful for them to do, these it is not lawful
for them to even speak of: and the most disgraceful thing in their
estimation is to tell a lie, and next to this, to owe money." Herodotus,
Macaulay's translation, Book i, 135-138.
276 APPENDIX [276
HEBREWS.
References:
Abbott, L. Ancient Hebrew People. Outlook, 65:72, 172, 218, 351,
396, 593, 735-
Andrews, E. Benj. Institutes of General History, pp. 55-56; see also,
Islam, pp. 218-231.
Bible. Old and New Testament.
Blarckmar, W. F. Social Phenomena of Early Hebrews. Overland,
n. s., 9:361-368.
Compayre, G. History of Education, pp. 6-1 1, 16.
Davidson, Thos. History of Education, pp. 77-86.
Hosmer, Jas. K. Story of the Jews, pp. 120-129.
Josephus, Flavius. Works of Josephus, pp. 27-29.
Kemp, E. L. History of Education, p. 45.
Kiddle & Schem. Cyclopedia of Education, p. 411.
Laurie, S. S. History of Early Education. School Rev., i :485-490,
535-546.
Pre-Christian Education, pp. 69-105 ; 2d ed., pp. 65-IOO.
Levy, C. H. Education among the Ancient Hebrews. Educa., I7:457-
Mallery, G. Israelite and Indian ; a Parallel in Planes of Culture. Pop.
Sci. Mo., 36:52-76, 193-213.
Mielziner, M. Introduction to the Talmud.
Painter, F. V. N. History of Education, pp. 26-32.
Payne, Jos. History of Education, II:io-ii.
Raphall, Rev. M. J. Education Among the Hebrews. Am. Jour.
Educa., I :243-246.
Rawlinson, G. Ancient Monarchies, i :6i.
Renan, Ernest. History of the People of Israel, v. 4, pp. 190-197.
Rodkinson, M. L. The Babylonian Talmud (new edition), Vol. I. (xi.).
Rosenkranz, J. K. F. Philosophy of Education, pp. 241-250.
Smith, Wm. Dictionary of the Bible, p. 156.
Stowe, C. E. The Talmud. Atlan. Mo., 21:673.
Sonnenschein. Cyclopedia of Education, p. 370.
Taylor, H. O. Ancient Ideals. Vol. 2, Chs. 17, 18, 21.
Questions.
The Jews represent the theocratic system of education.
1. What is meant by this system; How does it differ from the
systems already considered ?
2. Account for the unusual stability of the Jewish race.
3. Is this stability or permanence of racial characteristics to be de-
sired in an ideal system of education? Why?
4. What were the subjects of education? Who were the teachers?
Has the position of woman essentially changed?
277] APPENDIX 277
5. What are the five great turning-points in Hebrew life and char-
acter ?
6. What is the nature of the Tahnud?
7. What debt do we owe to Hebrew civilization ?
Extracts from Hebrew Records, principally the Talmud.
A sage met a friend who, having a cloth carelessly tied around
his head, was hastily taking his son to school. "Why such haste?"
inquired he. " Because," replied the father, " the duty of taking the
child to study stands before everything else."
"As soon as the child learns to speak, the father should teach him
to say in Hebrew, — ' the law which Moses commanded us is the
heritage of the Congregation of Jacob,' — and also the first verse of
the Shema, — ' Hear, O Israel ! the eternal our God, is One God.'
Just as a man is bound to have his son instructed in the law so also
should he have his son taught some handicraft or profession. Who-
ever does not teach his son a handicraft teaches him to be a thief."
" Are both panting under some heavy burden ? — ^the teacher must be
relieved first, and then the father ; should both be imprisoned, even
then should the teacher be redeemed first ; because the father has
given the son temporal life only whilst the teacher is the cause of his
gaining spiritual life."
" The teacher should strive to make the lessons agreeable to the
pupils by clear reason, as well as by frequent repetitions, until they
thoroughly understand the matter and are able to recite it with great
fluency."
" The qualities of the sages are : Modesty, meekness, eagerness, cour-
age, bearing wrongs done to them, and being endeared to every one ;
submission to the members of their household, fear of sin, and judging
every one according to his deeds."
" Deliberate before a word passes thy lips, and be thoughtful how
thou should'st act in worldly afifairs."
" He who occupies himself only with the study of the Scripture pur-
sues the right course, yet the sages do not think so ; but he who occu-
pies himself with the study of the Talmud pursues a course than which
there is no better."
"The beauty of the law is wisdom ; the beauty of wisdom is modesty;
the beauty of modesty is the fear of heaven ; the beauty of the fear of
heaven is noble performance : the beauty of noble performance is secrecy
(i. e., not publicly, for the purpose of being praised)."
2/8 APPENDIX [278
EGYPTIANS.
References:
Baedeker, Karl. Lower Egypt, pp. 124-140, 250-251. Upper Egypt, pp.
101-230.
Barnett, P. A. Public Education in Egypt. Acad., 38:414.
Bell, R. T. Education in Egypt. 19th Cent., 52 :4i2.
Boscawen, W. St. Chad. Egypt and Chaldea in the Light of Recent
Discoveries. Harpers 88:190.
Boscawen, W. St. Chad. About How the Old Egyptians Lived and
Died. Blackw. 108 :302.
Breasted, J. H. A Sketch of Egyptian History. Biblical World, 9:415.
Brugsch. Bey H. (Review) of Hist, of Egypt under the Pharaohs.
Edinb. Rev., 150:40-58.
Bunsen, C. C. J. Ancient Egypt. Edinb. Rev. 83:391.
Compayre, G. History of Pedagogy, p. 14.
Davidson, Thos. History of Education, p. 2>7-
Edwards, Amelia B. Lying in State in Caria. Harper, 65:185.
Book of the Dead. Acad., 23 :440.
Herodotus. History (Trans, by Cary), p. 108 ff.
Hoar, H. H. Religion of the Egyptians. 19th Cent., 4:1105.
Kemp, E. L. History of Education, p. 39.
Kiddle & Schem. Cyclopedia of Education, pp. 254-256.
Lang, Andrew. Egyptian Divine Myths. 19th Cent., 20:423.
Laurie, S. S. Ancient Egyptians. School Rev., i :353.
Pre-Christian Education, pp. 13-52; 2d ed., pp. 11-48.
Lockyer, J. Norman. Astronomy and Worship in Ancient Egypt.
19th Cent. 32:29-51.
Myers, P. V. M. Outlines of Ancient History, pp. 26-44.
Painter, F. V. N. History of Education, pp. 32-36.
Payne, Joseph. History of Education, 2:8-10.
Petrie, W. M. F. Grand Tour Three Thousand Years Ago. Harper,
77 :297-
Petrie, W. M. F. Oldest Pyramid and Temple. Acad., 39 :376.
Plutarch's Morals (Goodwin), 4:65.
Proctor, R. A. The Pyramid of Cheops. North Am. Rev., 136:257.
Rawlinson, G. Ancient Egypt, v. i, pp. 136, 302, 320, 496, 546, 569.
Rollins, Chas. Ancient History, i :i38-i56.
Rosenkranz, J. K. F. Philosophy of Education, pp. 211-214.
Sayce, A. H. Ancient Empires of the East.
Seeley, Levi. History of Education, p. 46.
Schlegel. History of Philosophy, pp. 166-167.
Shoup, W. J. History and Science of Education, pp. 133-137.
Sonnenschein. Cyclopedia of Education, pp. 376-379.
Taylor, H. O. Ancient Ideals, 1 117.
279] APPENDIX 279
Un.Ierwood, F. H. Egypt under the Pharaohs. Atlan. Mo.. 45:315.
Wendel. F. C. H. Education in Ancient Egypt. Pop. Sci. Mo., 35 774.
William.s, J. Religious Ideas of Ancient Egyptians. Westm. Rev.,
150:655.
Wilson, Edward L. Temple of Egypt. Scrib. Mag., 4:387.
The Great Pyramid. Scrib. Mag., 3:41-63.
Questions.
1. To what race division do the Egyptians belong?
2. What period seems to represent their highest civilization?
3. Into what classes of society were they divided?
4. What education was received by the different classes?
5. Was there any opportunity of changing from a lower to a
higher class?
6. What arts and sciences did they know?
7. What would you designate their system of education?
8. What was their religious belief?
g. What is the Egyptian ideal of manhood and womanhood?
10. What means had they of preserving their knowledge?
11. What are some of the things that indicate their high state of
civilization ?
12. Account for the decadence of Egyptian civilization.
Other questions will be added in class to be considered in connection
with the general topics given on the first outline.
Extracts from Egyptian Records.
A Soul's Defence before Osiris. " I have not been idle, I have not
been intoxicated ; I have not told secrets ; I have not told falsehoods ;
I have not defrauded ; I have not slandered ; I have not caused tears ;
I have given food to the hungry, drink to the thirsty, and clothes
to the naked." (From the book of the dead.)
From Prince Phtah-hotep's Book ^ — A moral treatise on filial obedi-
ence. " The obedient son shall grow old and obtain favor ; thus have
I myself become an old man on earth and have lived no years in
favor with the king and approved by my seniors."
On Freedom From Arrogance. "If thou art become great, after
thou hast become humble, and if thou hast amassed riches after
poverty, being because of that thou art first in the town, if thou art
known for thy wealth and art become a great lord, let not thine
heart become proud of thy riches, for it is God who is author of them.
Despi.«e not another who is as thou wast ; be toward him as toward
thy equal."
' Said to be the oldest book in the world (3600 B. C). In National Library, Paris.
28o APPENDIX [280
On Cheerfulness. "Let thy face be cheerful as long as thou livest;
has any one come out of the coffin after being once interred?"
The Laborer. " Have you ever represented to yourself in imagin-
ation the estate of the rustic who tills the ground? Before he has
put the sickle to his crops the locusts have blasted part thereof; then
come the rats and the birds. If he is slack in housing his crop, the
thieves are on him. His horse dies of weariness as it drags the wain.
The tax collector arrives ; his agents are armed with clubs, he has
negroes with him who carry whips of palm branches. They all cry,
" give us your grain." and he has no way of avoiding their extortion-
ate demands. Next the wretch is bound and sent off to work, with-
out wages, at the canals ; his wife is taken and chained, his children
are stripped and plundered." Written by Amenemha, the chief
librarian of Rameses the Great, to the poet pentatour (From a
papyrus in the British Museum).
The Overseer. " I was appointed overseer of the serfs of the
temple of the gods of Mah, 3000 bulls with heifers. I was praised on
account of it by the palace for the yearly produce of cattle
No little child have I injured; no widow have I oppressed; no fisher-
man have I hindered ; no shepherd have I detained ; no foreman of
five men have I taken from his gang out for the labor. There was
no poverty in my days, no starvation in my time ; when there were
years of famine, I ploughed all the fields of Mah to its southern and
northern frontiers ; I gave life to its inhabitants, making its food ; no
one starved in it. I gave to the widow as to the married woman. I
made no difference between the great and the little in all I did."
From the inscription of Ameni Amenemha in a chamber of a tomb
at Benhassan (Records of the Past, 12:63). See also 2:75, Quota-
tion from King Rameses H.
An affectionate mother to her child. "Thou wast put to school
and whilst thou wast being taught letters she came punctually to thy
master, bringing thee the bread and drink of her house Thou art now
come to man's estate ; thou art married and hast a house ; but never
do thou forget the painful labor which thy mother endured, nor all
the salutary care she has taken of thee. Take heed lest she have
cause to complain of thee, for fear that she should raise her hands
to God, and He should listen to her prayer." — From the maxims of
Ani — 5th Dynasty.
28 1] APPENDIX 281
GREECE.
References:
Ball, B. W. Woman's Rights in Ancient Athens. Atlan. Mo., 27:273.
Barnard, H. (editor). Schools .... in Ancient Greece. Am. Jour.
Educa., 27:72,7-75^; 30:907.
Aristotle and His Educational Views. Am.
Jour. Educa., 14-131.
Bosanquet, B. Education of Children in Plato's Republic.
Bryan, W. L. and Charlotte L. Plato the Teacher, and the Republic
of Plato.
Browning, O. Educational Theories (Kellogg), pp. 7-24.
Chauvin, L. Education in Ancient Greece. Educa. Rev., 2:308.
Compayre, G. History of Pedagogy, Ch. 2.
Davidson, Thos. Education of Greek People; also History of Educa-
tion, p. 86.
Aristotle and Ancient Educational Ideals.
Duruy, V. History of Greece, i and 2.
Fling, F. M. Studies in European History.
Greek and Roman Civilization.
Grote, G. Plato and the Other Companions of Socrates. Edinb. Rev.,
123 :297.
Grote, G. Aristotle. Edinb. Rev. 136:515.
History of Greece (see Index).
Guhl, E., & Koner, W. Life of Greeks and Romans, pp. 183-199.
Hailman, W. N. Lectures on History of Education, Lecture 2.
Herodotus. History. Translated by Gary.
Hesiod. Theogony — Works and Days (Banks' Trans.).
Homer's Iliad and Odyssey.
Kemp, E. L. History of Education, p. 55.
Kiddle & Schem. Cyclopedia of Education, pp. 32, 38, 56, 300, 330,
471, 706, 717, 786.
Kirkpatrick, Edw. Higher Education in Greece. Am. Jour. Educa.,
24 :453-
Laurie, S. S. History of Early Education. School Rev., 2:214, 4I9.
487.
Pre-Christian Education, pp. 208-318; also New Edi-
tion, p. 196.
Lewes, G. H. History of Philosophy, v. i, pp. 127, 196, 275.
Mahaffy, J. P. Old Greek Education ; also Social Life in Greece.
Monroe, Paul. Source Book of the History of Education.