The higher castes received an extensive education, including a knowledge of higher mathematics, astronomy, language, natural science, medicine, music, engineering, and religion. The annual overflow of the Nile necessitated the construction of reservoirs and irrigation canals, and caused frequent changes 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.
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:--