The World's Progress Part 2

The _totem_ was important to the primitive man. A totem is an animal or species of animal from which a social circle derives its origin. One clan owed its being to a black hawk, another to an eagle, and so on. No one of a clan would kill its totem, or in other words, there was a taboo placed upon the totem. Of course this taboo affected only the one clan.

Early religion consisted for the most part in certain observances--not so much in formulated beliefs. To be sure, the primeval man believed that harm would overtake him if he failed to perform certain ceremonies, but it was the performance or the refraining from the performance that was important.

Among the earliest people a.s.sociated into tribes there were distinct moral requirements. There were some people who were not to be killed, except upon due provocation, while to kill those of other tribes brought great glory. Again, it was not right to lie to those of one's own tribe, but to others one might lie at all times. "An eye for an eye, and a tooth for a tooth," was the primitive way of viewing injury, and yet when history sheds its light upon certain nations of antiquity, some of them had already come into the transition state, where damages might be given if satisfactory to the injured. The Babylonians afford an excellent example of this condition.

CONCLUSION.

Each individual pa.s.ses through many of the stages through which the race has come. A child may pa.s.s in a week or a month through a stage covering centuries in the development of the race, but nevertheless he experiences it clearly for the time being. The savage personified everything around him. If he struck himself against a tree, he was angry with the tree that had hurt him, and he tried to hurt the tree in revenge. The child today falls against a chair and hits the chair that hurt him. Now just as the child by such experiences, scarcely noted by others, realized far less by himself, comes into the clear vision of manhood, so by similar experiences the whole race has come to its present development. We are too p.r.o.ne to smile at the conceptions of the primitive world, and, grown wise with the flight of centuries, cast aside the beliefs of early ages when men adjusted themselves to life.

Let us reflect then upon the attainments of prehistoric man and attempt to fathom how great a debt historic peoples owe him. In view of his achievements, we must grant that by his efforts civilization was greatly aided. The stepping stones on which he rose from abject savagery to higher things stand out sharply in spite of absence of records and scant remains. The rough pioneering had been done, in a great measure, and not alone the rudiments of civilization but evidences of culture were plainly visible at the dawn of history, properly so-called.

[Ill.u.s.tration: ABORIGINAL ROCK-CARVINGS.]

FOOTNOTES:

[1] Starr: Some First Steps in Human Progress, p. 28.

[2] Starr: Some First Steps in Human Progress, p. 151.

[3] Starr: Some First Steps in Human Progress, p. 80.

[4] The Beginnings of Art, Grosse, p. 61.

[5] The Beginnings of Art, Grosse, p. 307.

[Ill.u.s.tration]

EGYPTIAN AFTERGLOW.

"'Tis sunset hour on Egypt's arid plains.

Each mighty pyramid, with purpling crest, Looms dark against the glory in the west.

Swiftly the heaven's beauty dies and wanes, Till sudden darkness its rich splendor stains.

Then slowly, dawn-like, on the shadows rest Faint crimsons, violets, tint to tint soft pressed; They brighten, glow, then fade and darkness reigns."

P. F. CAMP.

EGYPT

PREFATORY CHAPTER

There never was a time when men were so intensely interested in origins and development as they are today. Our biologists are studying life in all its forms, from the single cell to the highest mammal. Our psychologists are studying mind--what consciousness is; how attention, habit, memory are formed. Our physicists, not content with studying gravitation, heat, light, electricity, etc., are inquiring into the very nature of matter itself, and, together with the astronomers and geologists, are telling us not only how the earth, but also how the universe came to be. Our anthropologists, ethnologists and sociologists are just as actively and patiently inquiring into the origins of customs, inst.i.tutions, law, religion, society. The historian is no longer content to rehea.r.s.e a story because it is interesting; he insists upon getting at the original doc.u.ments, at the facts in the case, not at theories. The savage, when asked why he observes a certain custom or performs some ceremony whose meaning he does not know, replies that his ancestors did the same. To inquire beyond this seems to him more than useless. Until the beginning of our modern scientific age the answer to similar questions among ourselves--as it still is among the Chinese, would have been, "it is written," "thus saith the Lord," "Aristotle, Plato or St. Augustine thought so and so about the matter." But today all is different. We are no longer content to know what is written, or what somebody thinks about a subject, we insist upon demonstrating or having some one demonstrate for us, the proposition put forward. We want the "facts." Our whole system of education encourages pupils to perform experiments and thus verify the statements they may find in their text-books on chemistry, physics and other subjects. It is the inductive method which gives the pupil the facts and encourages him to draw his own conclusions.

But what has Egypt to offer the modern man? Does it interest any but specialists and archaeologists? Apparently it does, for every year sees an increase of tourists in the Nile valley. It is true many go there because of the ideal climate or because it has become the fas.h.i.+on to do so. But if we look at the matter more closely, do we not see other, deeper reasons? Is it not true that many go because in their youth they had read about the pyramids and the wonderful temples of Egypt, and because now when they have the opportunity they desire to see these for themselves? The architect, the engineer, the contractor, all are interested in these ma.s.ses of masonry. Again, when we are beginning to reclaim the desert areas in our western states, Egypt with its system of irrigation, older than history, arouses a new interest. The fact is that in spite of our practical nature, as some would put it, or rather, as we prefer to have it, because of our intensely practical nature, we are beginning to feel the necessity of inquiring into the activities of other peoples, be they past or present, not only because such inquiry will satisfy our curiosity or enliven our dull moments, but because of the lasting benefit we derive from it. We insist upon knowing the people who have achieved, who have accomplished things, and surely the pyramids alone would demonstrate that the ancient Egyptians belonged to this cla.s.s.

_Man attained to civilization for the first time in the Nile valley._ We study the natives of Australia and Africa for social origins. It is here we can gather most information about the primitive forms of marriage and the growth of the family; about the beginnings of dress and ornament; about primitive warfare, magic, religion and early forms of tribal government. Just as we pay special attention to the development of the mind of the child in the study of psychology, so we feel that the best way to study the complex features of our civilization is to observe the simpler life of the savage. But the child becomes a man while the savage has not yet developed a civilization before our eyes. The growth of the race is slow. It is only when we are able to observe a race through a period of thousands of years that it is possible to see it grow from infancy to manhood. We can follow our own ancestors from the time they had advanced little beyond the stage of savagery, but it is to be observed that they did not _develop_ but _borrowed_ their civilization.

Of the beginnings of the Greeks and Romans, whose civilization our ancestors took over, we know but little, but in the case of the Egyptians matters are different. We are able, by means of archaeological, monumental and inscriptional remains to follow them as they developed in the Nile valley, una.s.sisted by any outside civilization--for none existed, the world's first great civilized state.

"It may appear paradoxical to affirm that it is in arid districts, where agriculture is most arduous, that agriculture began; yet the affirmation is not to be gainsaid but rather supported by history, and is established beyond reasonable doubt by the evidence of desert organisms and organizations."[1] This lesson drawn from the life of the Papago Indians might just as well have been drawn from Egyptian life. Egypt is practically rainless, but the soil of the Nile valley, ever renewed by the silt deposited by the yearly inundation, yields enormous returns provided only man uses his energy and ingenuity. Long before our written records begin the Egyptians had developed an extensive system of irrigation. Thus by arduous toil, organized and watched over by the growing state, Egypt developed an enormous agricultural wealth--the foundation upon which her civilization was built. With Egypt it was not a question of the "conservation" but of the development of her natural resources. The Egyptian was forced to keep up a continuous struggle with nature and as a result he was always practical. Egypt has been called the mother of the mechanical arts. It is not surprising that the imaginative Greeks, when they became acquainted with the material civilization of Egypt, her pyramids and temples, her system of irrigation, her craftsmans.h.i.+p, conceived an exaggerated opinion of the wisdom of the Egyptians. Even today we hear surmises of "lost arts"

which were used in the construction of the pyramids. But we know better.

The pyramids were built by the brawn of tens of thousands of serfs, without the use, it would seem, of even a pulley; not even the roller seems to have been known. On the other hand, we have only to visit the museums here and abroad--especially the one in Cairo, to realize the marvellous skill the Egyptian workman acquired in the carving of wood, ivory and stone, and in the working of metals. Our architects are studying the products of the greatest geniuses Egyptian culture produced, and our students of design may learn many a lesson from the workmans.h.i.+p of her artisans.

Not long since it was not unusual to see ridicule heaped upon the theories of the "high-brows" by our farmers, manufacturers and other "practical" men. Probably our system of education _was_ at fault.

Nevertheless, these same farmers, manufacturers and other practical men are beginning to realize the importance of the researches and investigations of the specialists. We cannot hope to compete with the industries of the Germans which rest upon a scientific basis, as long as ours are conducted by "rule-of-thumb" methods. There is no better opportunity offered anywhere for observing the limitations of an exclusively practical system of education than the study of Egyptian learning.

The Egyptian regarded learning as a means to an end, and that end was never the increase of the sum of human knowledge or the advancement of humankind, but always freedom from manual labor. Next to a few folk songs, preserved in the decorations of Fifth Dynasty tombs--by mere accident, for a scribe would never have thought of preserving them, the oldest literature of the Egyptians which has come down to us consists of the precepts of Kagemni and Ptah-hotep.[2] This wisdom of the viziers of the Pharaohs of the Fourth and Fifth Dynasties, is similar to that of the books of instruction from all periods of Egyptian history, and consists largely of rules of conduct. The sole object of an education was to obtain a position as scribe or secretary of higher or lower rank in the government service, and this could only be done by gaining and keeping the favor of the Pharaoh or of one of his officials. These scribes never weary of telling of the superiority of their calling over that of the man who must labor with his hands, who is like a heavily laden a.s.s driven by the scribes. Of course we too recognize the gulf fixed between the educated and the unlettered, but we try to bridge it.

It is not probable that many of the laboring cla.s.ses knew more than the barest elements of reading and writing. The Egyptian script was exceedingly c.u.mbrous, and probably few would have seen any use in mastering it, even if they had had the time, unless they intended to enter upon a scribal career. Of course many such careers were open, for the elaborate bureaucratic system of administration demanded the services of a host of secretaries and overseers. In time these const.i.tuted a distinct middle cla.s.s, largely recruited, we may be sure, from the laboring cla.s.s below. The Egyptian was always ready to recognize and reward ability, no matter where it was found. Now a word about the limitations of such a view of education. As already indicated, the object of an education was to gain a government position. In Egypt, as elsewhere, the chief end of government, in the eyes of the officials at least, was the collection of revenues. Taxes were in kind and as a result the work of the scribe consisted in finding out the amount of the harvest and deducting the king's share. The extensive mining and building operations conducted by the Pharaohs required the services of hundreds of scribes and overseers to superintend the work and distribute the rations of the armies of workmen employed in these projects. In this work the scribe developed a remarkable facility with figures. But he never advanced beyond concrete examples. Multiplication and division in our sense of the terms were unknown to him, their places were taken by addition and subtraction. For example: to multiply seven by nine, the Egyptian scribe would proceed, 17=7, 27=14, 214=28, 228=56, etc.

That is he always doubled the last figure. It was nothing but addition.

He wrote his results as follows:

1 7 2 14 4 28 8 56 16 112

and then found which of the numbers of the first column added together would give the sum 9. These were 8 and 1. He then added the corresponding numbers in the second column and got the result, 56+7=63.

So 507 would have looked like this: 50-28=22; 22-14=8; 8-7=1. The result was (4+2+1) sevens with 1 as remainder. The Egyptian scribe could not handle fractions other than those with one as numerator.

Two-thirds was the only exception. The Egyptian knew that the area of a rectangle was to be found by multiplying the two adjacent sides together, and that the area of a right angled triangle was equal to half the area of a rectangle whose base and alt.i.tude were equal respectively to the sides adjacent to the right angle. When his problem was to find the area of an isosceles triangle he applied the same rule, that is, multiplied the base by one of the sides and divided by two. Here theory might have helped him, had he been able to develop it. He never reached the conception of base and alt.i.tude. His rule for finding the area of a circle is worth mentioning. He took the diameter, subtracted one-ninth of it therefrom, and squared the result. In a word, he had not come far from the correct value of [Greek: pi]. But the Egyptian always dealt with concrete examples, he never was able to generalize and carry his mathematics into the theoretical. As a result he never attained scientific accuracy. Not that he did not set himself difficult problems.

Indeed many of them are so complicated that they required an immense amount of reckoning, by his methods, to solve. Without giving his solution, let me add one more of his problems: "A man owns 7 cats; each cat eats 7 mice daily; each mouse eats 7 ears of grain; each ear contains 7 grains; each grain gives a sevenfold return in the harvest.

What is the sum of the cats, mice, ears and grains?"

The Egyptians observed the stars. They had names for all of the princ.i.p.al constellations; knew the circ.u.mpolar stars from those which at times disappeared below the horizon, but they never seem to have noticed the difference between fixed stars and planets. They invented a calendar with a year of 365 days as early as 4241 B.C. This was based upon the heliacal rising of Sirius (Sothis) coincident with the beginning of the inundation. But they never discovered, or if they did, never bothered about the fact that their year was one-fourth of a day too short. They were deeply interested in medicine, and their recipes prescribe everything that can be swallowed. Many of these were borrowed by the Greeks and from them have come down into the folk-medicine of modern Europe. No doubt many of their remedies were helpful, but magic always played the most important role in their medicine, as it does among all primitive peoples and as it did in our own until the beginning of our modern scientific age.

The progress made by the Egyptians in the development of a purer conception of religion will be discussed at length in the body of this volume, especially on pages 131 and following. The Egyptians were not far from monotheism.

But the Egyptian culture must be studied as a whole. Time was when the study of the civilization of Egypt, Babylonia and a.s.syria, together with that of the Hebrews, was regarded as a sort of introduction to the study of history, which began with the Greeks and Romans. Much was said of the immovable East. It was supposed that progress was exceedingly slow there as compared with that in the West. But our wider knowledge of the history and life of these peoples shows how false this conception was.

We can trace Egyptian civilization from its beginnings in the palaeolithic and neolithic ages; see it develop from many petty states into an absolute monarchy; follow it as it emerges after a period of anarchy into a Feudal Age, and as it rises after two centuries of foreign oppression into a mighty empire pus.h.i.+ng its southern frontier away into Nubia and its northern one to the Euphrates. Meanwhile we are not neglecting to study the economic and intellectual forces at work.

Society has been developing steadily. A monotheistic religion has been growing up. But Egypt has reached her zenith and the age of decline sets in. In time she falls before foreign invasion, because she has used up her vitality. Her civilization is not to be studied as a preliminary to anything else, but as the achievement of a gifted race. Of course we are to compare her progress with that of other peoples, to see the faults of, but also to appreciate the good in, her culture.

FOOTNOTES:

[1] W. J. McGee, "The Beginning of Agriculture," American Anthropologist, 8, 375.

[2] See page 164.

EGYPT.