School and fireside

Preface

It is with reluctance that the author yields to the entreaties of his fellow teachers and students to publish this record of the Normal instructions given by him at the Brigham Young Academy, Provo, during the fifteen years from 1876 to 1891.

No attempt has been made to present startling ideas, or to urge radical changes in existing educational systems. The intention is rather to place on record the characteristic features of the Normal work done in the Brigham Young Academy during that period. While no claim is made to striking originality, it is thought that these features are nevertheless sufficiently marked to distinguish them from the prevailing tendencies of the age.

The author has availed himself of the best ideas of educators, as far as they are in accord with the principles of moral and religious training, and has not been unmindful, on the other hand, of the achievements of science in the educational field.

Special attention has been paid to the purposes, organizations and methods of our Church Schools, Mutual Improvement Associations, Sunday Schools and Primaries, as the corner-stones of our educational system.

It will be observed that theological, scholastic and domestic education are treated as inseparable. This thought underlies the work from beginning to end, hence its title "SCHOOL AND FIRESIDE."

Founder's Day of the Brigham Young Academy, October 16, 1894.

THE AUTHOR.

Introduction

The design of this work is not to add to the great number of valuable text books already existing, but to plead for the cause of true education, the education of the whole man. Teachers and students, who are presumed to be devoted to this sacred cause without any urging on my part, will, I trust, welcome this book of reference, while members of the home circle — those indispensable coworkers of ours — will recognize in this endeavor to bring about a union of the school and fireside, a desire on my part to furnish information that shall make the efforts of both teachers and lay members tend to one common end— the end looked forward to with unfaltering faith by our people.

THE AUTHOR.

Outline.

A— History of Education.

I. Ancient.

II. Mediaeval.

III. Modern.

IV. Difference between Oriental and

Occidental.

B— Aims of Education.

I. Definition.

II. In regard to objects to be obtained.

1. Preparation for the require-

ments of practical life: a. For membership in the human family. 6. For citizenship.

c. For occupation.

d. For family life.

2. Inculcation of the funda-

mental principles of spiritual development:

a. Cultivation of moral habits.

b. Religious training.

III. In regard to the material to be worked upon. 1. Development of the physical

2. Development of the mental

capacities.

3. Cultivation of spiritual aspira- * tions.

C— Persons Whom Education Affects.

I. Parents.

1. Beginning and duration of

parental responsibility.

2. Principles underlying the fire-

side education.

3. Methods of fireside education.

II. School authorities.

1. State or municipality. '

2. Church.

3. Modes of election or appoint-

ment.

III. Teachers.

1. Qualifications:

a. Physical —

(a) Sex.

(b) Age.

(c) Constitution and health

b. Mental—

(a) General information.

(b) Special information.

(c) Practical ability.

(d} Modes of examining or ascertaining efficiency.

c. Moral —

(a) In regard to self.

(b) In regard to pupils.

(c) In regard to parents

and authorities.

(d) In regard to the public.

2. Standing:

1. Grades of teachers.

2. Duration of service.

3. Renumeration.

4. As a member of the pro-

fession.

IV. Children.

1. Age.

2. Sex.

3. Physical condition.

4. Mental capacities.

5. Dispositions.

6. Environments.

IV. I

I.

II.

D— Organizations.

Private tutor system.

Public school system.

Our church school system.

1. Introduction.

2. Authorities.

3. Grades of schools: a. Colleges.

b Stake academies.

c. Seminaries.

d. Religion classes.

Co-ordinate associations.

1. Primaries.

2. Sunday schools.

3. Mutual improvement associa-

tions:

a. For young men.

b. For young ladies.

c. Conjoint meetings.

E— Technics.

Finances.

1. Free school system.

2. System of full or partial tui-

tion.

3. Endowments.

II. School buildings.

1. Location.

2. Size and architecture.

3. Light.

4. Temperature and ventilation.

III. Furniture.

IV. Utensils.

V. Libraries, cabinets, etc.

F— School Management.

Introduction.

Aims.

1. Development of individuality.

2. Cultivation of public spirit.

3. Reverence before legitimate

authority.

III. Outline work.

1. Circulars.

2. Plans.

3. Programmes.

4. Records.

G-Discipline.

I. Introductory.

II. Methods.

1. Compulsory.

2. Emulative.

3. Conclusion.

H— Modes and Methods of Instruction.

I. Modes of recitation.

1. General:

a. Preparation.

b. Standing order of procedure

in class work.

c. Rules of catechization.

2. Special methods of recitation.

II. Special associations and clubs.

1. Debating societies.

2. Polysophical or students' socie-

ties.

3. Clubs for recreation.

4. Secret societies.

III. Text and reference books.

1. Students' own property.

2. School property.

IV. Notebooks and journals.

I— Studies.

I. Incidental:

1. Written instruction.

2. Questions by students during

recitation.

3. Reports of private readings

and studies.

II. Formal:

1. Grading:

a. Kindergarten.

b. Primary education.

c. Secondary education.

2. Branches of primary educa-

tion:

a. Essential —

(a) Theology.

(b) Objective science les-

sons.

(c) Grammar and composi-

tion.

(d) Arithmetic.

(e) Reading and elocution. (/) Orthography.

(g) Penmanship. (h) U. S. history. (i) Hygiene.

b. Optional—

(a) General history.

(b) Singing.

(c) Drawing.

(d) Domestic science.

(e) Ladies' work. (/) Physical culture.

3. Branches of secondary edu-

cation:

(a) Introductory.

(b) Normal.

(c) Advanced theology.

(d) Natural sciences.

(e) Physical sciences.

(/) Literature and rhetoric. (g) Ancient and modern

languages. (h) Mathematics.

4. Branches of miscellaneous

education:

(a) Fine arts.

(b) Music.

(c) Polytechnics.

(d) Bookkeeping with

phonography.

5. Special professions in law,

medicine, etc.

J — Conclusion.

DR. KARL G. MAESER'S great work, "SCHOOL AND FIRESIDE." will appear October 1st. The renowned and venerable educator, disciple of Froebel, and to whom honor is due for the present excellence of our school system in Utah and surrounding states, has won a place among AMERICA'S MINDS.

Dr. Baldwin the eminent psychologist, Dr. D. B. Hinsdale of the Michigan University, Ann Arbor, Colonel Francis W. Parker. President Elliott of Harvard, and various other educators whose fame are well known, have PRAISED DR. MAESER'S superior ability as an educator, knowing his rare scholarship, and they each in turn having visited and seen the effects of his teachings. You EDUCATORS must have his book.

Read what Doctors John R. Park and James E. Talmage have to say, and then subscribe. We will prepay postage to your address as soon as the book is issued.

SKELTON & CO.. Publishers, Provo, Utah,

In presenting to the public " School and Fireside," from the pen of Dr. Karl G. Maeser, we desire to do so with that same degree of modesty and true earnestness which has characterized the life and teachings of this patriot educator; and, as the land is full of witnesses, the product of his life's labor, no apology is necessary for the appearance of this work, since the author has said : " I have only yielded to the numerous entreaties of my students and fellow teachers. v

The book will contain upwards of 600 pages of subject matter, each division being treated in the order named in this prospectus, and bound in three styles as named below.

Many engravings will be used to embellish the text, including those of leading educators and other appropriate designs. We are acting co-ordinate with the author in the publication of this work and feel assured that it will be heartily welcomed into the thousands of homes made glad and better by the wholesome teachings and enviable example of the author.

Very respectfully,

SKELTON & CO., Publishers.

" SCHOOL AND FIRESIDE," by Dr. Karl G. Maeser, is the announcement in a prospectus just issued. Everyone at all concerned in the educational welfare of this community will eagerly await its publication, assured that the principles and practice of a system of education so often ignorantly or maliciously denounced will be most thoroughly vindicated.

Education in this territory and by the Mormon people has been frequently assailed in its motive and method, and it is well that one who is recognized as the champion of the principles and practice of that education should set forth these principles as they are understood and their practice as it has been exemplified. The book will place on record something definite in regard to the system, of Church school education or at least what has been considered as exemplary in this respect, the educational system of the Brigham Young Academy.

Judging the merit of the work from the introduction, the preface and topical outline of matter as given in the prospectus, and from the well-known ability of the author and his reputation for methods and thoroughness, I heartily recommend the book and think its publication most opportune.

JOHN R. PARK,

•Salt Lake City, Dec, 12, 1894.

The announcement of Dr. Karl G. Maesers intention to prepare a work of the intent and scope planned for "SCHOOL AND FIRESIDE" has given me a pleasure not easily described.

The author of the proposed work needs no such monument to preserve his menlory through long years to come in the hearts of Utah's sons and daughters. But we need the book. From an examination of the prospectus and analytical table of contents, I am convinced that the work will prove of inestimable value to teachers of every grade; while, to those who have been privileged to sit as pupils under the instruction of the venerable Doctor, the book will be as the portrait of a parent.

I commend most heartily the book to my fellow laborers, students, and teachers.

J. E. TALMAGE, President's office, University of Utah, Dec. 22, 1894.

Please fill out the following blank and return to

ProvOi

Please send tome as soon as published cop

"School and Fireside," ~by Dr. Karl G. Maeser, binding marked X below, on receipt of which I agree to pay the price printed opposite.

Cloth, Rustic design, $2.00. Half Calf and Gold, Marble Sides, $2.75. French Seal, Divinity Circuit, Gilt Edges. $3.75. Call on or address :

. W. BILLINGS.

Room No. z:\DREXEL H^SE,

?or. Seventeenth and GlenaVn Streets,

DENVER, COLO.,Xring N. E. A Convention. Or address Provo, Utah.

W r. ROBINSON & CO.. PRINTERS. npiMUFR noi n

SSHOOL AND FIRESIDE,

BY

KARL G, MAESER, D. L D.t

GENERAL SUPERINTENDENT L. D. S. CHURCH SCHOOLS.

PUBLISHERS:

SKELTON, MAESER & CO.,

PROVO, - UTAH. 1897.

COPYRIGHT APPLIED FOR

BY SKELTON, MAESER & CO.

PUBLISHERS' NOTE.

In presenting to the public "SCHOOL AND FIRESIDE," from the pen of Dr. Karl G. Maeser, we desire to do so with that same degree of modesty and true earnestness which has characterized the life and teachings of this patriot educator; and, as the land is full of witnesses, the product of his life's labor, no apology is necessary for the appearance of this work, since the author has said: "I have only yielded to the numerous entreaties of my students and fellow teachers."

"SCHOOL AND FIRESIDE," which is needless to say, is from the beginning to the end the pure style and idiom of the author. A perusal of its pages will unfold the truly Maeseric forcetulness which ever and always manifests itself through the Author's personality, his speeches, or his writings.

. THE PUBLISHERS, in keeping with the Author's originality, have issued from their own press and bindery, this entire edition, which, even before its completion, has been almost entirely exhausted, and attests the great success which has attended their undertaking.

THE LADIES AND GENTLEMEN, whose portraits embellish these pages, are among those who cherish fond memories and special regard for the guiding hand which touched the keynote of their future, and fanned the flame of honorable ambition which has led them on to the sphere of true usefulness and success which they now enjoy.

WITH THE HOPE that all who read may duly appreciate the contents of the following pages, and that they may assist in placing the teacher's profession upon a still higher plane, that the youth of fair Utah may be the beneficiaries thereby, we subscribe ourselves,

Sincerely,

THE PUBLISHERS.

PREFACE.

It is with reluctance that the author yields to the entreaties of his fellow teachers and students to publish this record of the Normal instructions given by him at the Brigham Young Academy, Provo, during the fifteen years from 1876 to 1891.

No attempt has been made to present startling ideas, or to urge radical changes in existing educational systems. The intention is rather to place on record the characteristic features of the Normal work done in the Brigham Young Academy during that period. While no claim is made to striking originality, it is thought that these features are nevertheless sufficiently marked to distinguish them from the prevailing tendencies of the age.

The author has availed himself of the best ideas of educators, as far as they are in accord with the principles of moral and religious training, and has not been unmindful, on the other hand, of the achievements of science in the educational field.

Special attention has been paid to the purposes, organizations, and methods of our Church Schools, Mutual Improvement Associations, Sunday Schools, and Primaries, as the corner-stones of our educational system.

It will be observed that theological, scholastic, and domestic education are treated as inseparable. This thought underlies the work from beginning to end, hence its title "SCHOOL AND FIRESIDE."

THE AUTHOR.

t/A,

HISTORY OF EDUCATION,

A HISTORY of education, which, like a field of almost endless perspective, stretches backward into ages of antiquity, and spreads around us in every direction of human thought and activity, requires the attention of an author for itself alone. Such special treatment is found in Compayre's "History of Pedagogy," Painter's "History of Education," and in other works of similiar purport. The chapters here devoted to the subject, aim only to give such an outline as shall make historical references in later parts of this work more intelligible.

Education, in some shape or other, is as old as the human race, although there are no records in evidence of this fact outside of the results. Being an empirical science, education is the product of various ages and nations of the past, and may at the same time be regarded as the pledge of the civilization of the future.

The history of education, as regards time, may be appropriately divided into Ancient, Mediaeval, and Modern, and as regards location into Oriental and Occidental. Each of these divisions is distinguished by its own peculiar characteristics.

SCHOOL AND FIRESIDE.

Chapter I. Ancient

VVlTH the dawn of history, nations of a comparatively high degree of civilization appear upon the scene, from which circumstance we may infer that a great deal of educating must have preceded it. Fragmentary evidences of this fact have come to us in works of architecture arid art, and also by means of inscriptions, and astronomical and religious symbols.

Among the nations of remote antiquity, the Semitic race, represented by the Babylonians, Assyrians, Phoenicians and Israelites, appears to have taken the foremost rank; however, the Egyptians, belonging to the race of Ham, did not fall far behind the foremost of them in most respects, and in some particulars they may be even said to have excelled.

The first civilization of the world was ripe and bending beneath the sickle of time long before the days of Herodotus. Well organized political, social, and religious systems, and astonishing achievements in science and art, had long ago developed out of the patriarchal state of society. But the the successive steps by which this evolution had taken place from the limited circle of thought and occupation, afforded by primitive and agricultural pursuits, relieved occasionally by warlike or hunting expeditions, can only be guessed at, for it must have been a matter of conjecture, even to the "Father of History." But this much may be set down as certain: nations can not be made; they grow, and their political, social, moral, and intellectual conditions are the results of a great vaiiecy of causes, among which, consciously directed education, let it be what it may, is always one of the leading factors.

I. THE BABYLONIANS AND ASSYRIANS.

These nations inhabited the countries drained by the Euphrates and Tigris. Already in prehistoric times, they had knitted together in mighty kingdoms, built cities, dug canals, reared palaces and temples of astonishing magnitude and splendor, and excelled in all kinds of workmanship in stone, wood, and metal. Their style of writing consisted in impressing cuneiform or wedge-shaped characters upon brick. Libraries were formed by piling these clay tables one upon another, and they circulated and were sent abroad precisely as we send letters. The walls of their public edifices were also covered with such writings. Keys to these inscriptions have been discovered by the persevering labors of Layard and Rawlins, and they are now being deciphered. The light thus thrown upon the histories of ancient peoples reveals, among many other interesting items, the fact that these people educated their children in reading and writing, and in obedience to the gods, to kings and to parents.

2. THE PHOENICIANS.

This nation inhabited the shores of the Mediterranean west of Palestine. They were the first sea-faring nation of whom we have any account. They traded with numerous nations and tribes along the coasts of the Mediterranean, and even ventured their frail crafts upon the broad Atlantic as far north as the British Isles and into the Baltic. Some writers believe that they even came to America. The invention of glass and of the alphabet is attributed to them. Their chief cities were Tyre and Sidon, and their most celebrated colony was Carthage in Africa. Although possessed of much intelligence, shrewdness, and enterprise, with a great love for liberty and independence, for which traits they are to be admired, their religious ideas and rites were darkened by idolatry in its most hideous forms. To their national god, Moloch, they offered children, roasting them alive in the heated arms of the iron monster. What peculiar training in childhood must have been necessary to bring about such a perversion of all natural feeling in the hearts of a whole people!

3. THE ISRAELITES.

This peculiar people, notwithstanding many back slidings, has maintained its integrity through the multifarious vicissitudes of thousands of years, and stands among the nations a monument of the protecting arm of Providence. From the first they distinguished themselves for faith in the One Supreme Being, the Creator of the heavens and the earth, the God of the fathers, Abraham, Isaac, and Jacob. He was to them, not only the Creator of the world in general, but the God of the chosen people in particular. Their great law giver and prophet, Moses, kept this point constantly before their eyes; and disobedience to the laws and commandments of Jehovah, or unbelief, was to them not only a matter of apostacy, but a case of high treason to the nation, punishable with death. Obedience to the laws of God, was thus made the leading feature in the education of their children. Although there were no public schools, unless the "schools of the children of the prophets" in the days of Samuel may be considered such, the education of "the Israelitish children was not neglected, but received careful attention at the parental hearth. If this was, perhaps, insufficient in a scholastic sense, it was the more efficient in another direction, namel}/, in the development of character. For whatever faults the Jews may have as a race, their character, collectively as well as individually, is strongly marked.

4. THE ARYANS.

The nations comprising this race inhabit most of the countries of Europe and extend from the Caucasus far into India. They are also sometimes designated as the Indo- Germanic race.

The foremost place among these peoples, in ancient times, was occupied by the Persians, who, under their great heroking, Cyrus, emerged from comparative obscurity, into power and renown. These Persians were not idolaters, although they worshiped fire as the symbol of the Godhead. Their religion was dualistic in its fundamental principle. They believed in Ormuzd, the god of Good, of Light, and of Life, and Ahriman, the god of Evil, of Darkness, and of Death. Zoroaster, their great teacher, lived about 600 years before Christ. His precepts are contained in the Zend-Avesta, which may be called the Persian Bible. This book is written in the Zend, their ancient language. In it may be found sentiments of sublime truth.

The political institutions of the Persians present us with the first known instance of a constitutional monarchy. The king, absolute in many other respects, was bound by the irrevocable provisions of the "Law of the Medes and Persians." The Parsees of Bombay in India, are the sole remnant of the followers of Zoroaster.

In very remote ages, a branch of the Aryans crossed the -Indus, and settled in the mountainous regions of the Himalayas and in the great plains of India as far as, and beyond, the Ganges. This people has since been known under the name of Hindoos. .Fragments of their original language, the Sanscrit, still preserved, exhibit the peculiar fact that many words of modern European tongues can be traced to this source.

The Hindoos gradually sank into a complex idolatry, the like of which can not be found in the . history of mankind. Their chief godhead originally consisted of a kind of Trinity, called Brahma, Vishnu, and Shiva. This belief, however, developed, in the course of ages, into the assumption of thousands and tens of thousands of gods. Underlying their mythological rubbish, however, are found many grand principles of ethics and religious feeling. They believe that their head god, Brahma, at long intervals appears on earth in human form, to redeem mankind from their sins bv his suffering. These appearances are called ' 'Incarnations of Brahma." Metempscychosls, or transmigration of souls, is another of their leading doctrines. The final end to be attained by the righteous is "Nirvana." This is a condition of absorption in the general godhead, a cessation of identity, a condition of absolute and eternal rest. The doctrines ot the so-called "Theosophists" ot our day resemble these abstractions very closely.

Brahmaism has fostered for centuries the course of education in its own peculiar way. The Brahmins, as the dominent caste among the Hindoos, have been not only the priests but also the educators of the people. Many of them have achieved renown in literature, science, and statesmanship. Their influence in the domestic life of the Hindoos tended to purity, chastity, elevation and serenity.

4. THE MONGOLIANS.

This great race comprises the greater portion of the inhabitants of Asia north of the Himalayas, including China, Further India, and Japan. The nations comprising this race are characterized, notwithstanding their great geographical extension and diversity of climate, soil, and social conditions, by a homogeneity that no other race of the human family can claim. Their languages were all, originally, monosyllabic, and seem to have been derived from a common stock. Their religions are the outgrowth or mere varieties of Shamaism without much ethical foundation, in many instances.

Centuries ago, Buddhism, a sort of a reformed branch of Brahmaism, found numerous followers in Thibet, China,

SCHOOL AXD FIRESIDE. j

Mongolia, aiid Japan. Their head priest, the Dalai Llama, resides at Llassa in Thibet, where divine honors are paid to him. He is believed to be immortal, somewhat in the same sense in which the Pope of Rome is held to be infallible. There are other great similarities in the ceremonial of Buddhism and Catholicism. The Buddhist llamas and llamasseries parallel the Catholic monks and monasteries; rosaries are in use in both religions, and frequent repetitions of prayer formulas without mental activity. The promise of salvation by mere observance of outward ceremonies without the necessity of moral regeneration, is likewise characteristic of both. The llamas at Llassa, however, are distinguished by their great learning, and are said to have one of the largest libraries in the world.

A peculiar feature of the inhabitants of the Himalayan countries is polyandry, which seems to have originated from the inability of the country to support a large population.

The mightiest nation of the Mongolian race, until lately, has b3en the Chinese. The civilization of this strange people reaches back several thousand years. Their records demonstrate that they were familiar with mathematics and some of the sciences and arts, printing for instance, about 2OOO before our era.

With a beginning so early in the history of mankind, the Chinese might have attained the foremost rank among the classic nations of antiquity, had it not been for an unfortunate tendency to stereotype all conditions in social, political, and mental activity. In consequence of this, progress and development became impossible, and a whole nation, richly endowed by nature with physical and mental powers, became stunted and dwarfed.

The writing of the Chinese is ideographic, and consists of several thousand distinct characters. Yet notwithstanding this disadvantage, very few Chinamen, even among the lowest classes, can be found without the ability to read and write.

The Chinese government, both social and political, is patriarchal. The Emperor, as the representative of the godhead, is the: father of the people. Sins against the emperor or against a parent are punishable with death. The highest honors of the empire are open to the humblest student, if he can pass the requisite examinations. Under the fossilised conditions, however, all training consists merely in memorizing. The principles of analytical education are unknown, and if known, would, it is safe to say, be discountenanced by the government as extremely dangerous.

The works left by Confucius and other sages, are counted absolutely perfect. Logically, therefore, any deviation from these models must be crude in proportion to the wideness of the departure. As this principle governs all competitive examinations for social and political honors, it is easy to see how the nation, like a brigade of soldiers on parade, beats time, but does not advance. The late war between China and Japan (1894) was an issue between the old system and modern civilization.

6. THE HAMITIC RACE.

This great race, whose native home is the East and South of Africa, with some branches extending, anciently, into Palestine and Mesopotamia, has for ages been the servant and slave of the rest of mankind. The Egyptians form the only noteworthy exception, and even in their case, Ezekiel's prophecy has been fulfilled. There has been no more a prince of the house of Egypt since 340 B. C. This nation inhabited the Nile country from the mountains of Nubia down to the shores of the Mediterranean. Egyptian history loses itself in the mythological fancies of prehistoric times, but we find occasionally a more lucid explanation

SCHOOL AND FIRESIDE. g

through the translation of the hieroglyphics. The decendants of this might}' people are the Copts and Fellahin of today, mere shadows of the grandeur of their forefathers.

Those ancient Egyptians, who possessed a high degree of civilization even in the days of Abraham and Melchisedek, as witnessed by the building of the great pyramid of Gizeh, claimed, for their higher castes, descent from the gods among whom the names of Adam, Noah, Shem, and Ham are easily recognized in their sacred writings. Moses derived his education from the Egyptian priesthood. The priests were the law givers, judges, physicians and teachers of the people. They cultivated a sacred and a common style of hieroglyphics. Great progress has been made in the deciphering and translating of these picture-writings since the discovery of the "Rosetta Stone," which furnished the key to the sealed language. Hieroglyphics on stone and on rolls of papyrus are continually giving up their secrets. Among these are found medical prescriptions, contracts, receipts, bills of sale, letters from foreign potentates, prayers, moral and religious dissertations, geographical and ethnographical items, astronomical calculations, glorifications of kings, etc., all of which throws much light upon the political, social, moral, and religious conditions of this ancient nation, testifies a comparatively high degree of civilization, and also exhibits that degree of immorality which is usually inseparable from idolatry.

The Freemasonry of our day claims to have had its origin in the secret rites of the Egyptian priests. It is claimed by some modern Egyptologists, that, underlying all symbols of Egyptian idolatry, was the belief in One Supreme Being. This principle, however, was withheld from the common people for reasons of priestcraft. It is also maintained that the embalming of the dead, notwithstanding its superstitious accompaniments, had been originally adopted only for sanitarv reasons.

From the foregoing it may be inferred that education constituted a powerful factor in Egyptian civilization. The unfortunate factor, however, of the educational system of the Egyptians, appears to have been the circumstance that its benefits were measured out, so to speak, according to the various grades of the priesthood and of the higher castes. To the common people, for reasons of priestcraft and despotism, were allotted only the crumbs that fell from their masters' tables.

/. THE CLASSIC NATIONS.

Except in the case of the Israelites, it has been unfortunate for the ancient nations of Asia and Egypt, that, until a comparative recent date, their whole history has come to us through their conquerors, the Greeks, whose literature constituted, formerly, the only guide in historical research. According to this source of information, those ancient nations appeared to us as mere "barbarians," while the Greeks and their pupils after them, the Romans, are styled "the classic nations." This partiality on the part of Greek and Roman historians, poets and philosophers is to some extent excusable, when we notice a similar tendency in our day, among people not many thousand miles from us. in regard to foreign nations. Our own civilization is dominated by that of Greece and Rome, hence we call them classic. But would it have been so, if Asiatic and Egyptian civilization could have transmitted to us their treasures of art and science?