Literature.—Benjamin, Story of Persia; Ragozin, The Story of Media, Babylon, and Persia; Rawlinson, The Seventh Great Oriental Monarchy; Myers, Ancient History; Clarke, Ten Great Religions; Lord, Beacon Lights of History; Fergusson, History of Architecture.

Geography and History.—Persia lies in the pathway of the great caravans which formerly carried on trade between Europe and India. It consists largely of a high plateau, surrounded by mountains. Large parts of the country are sandy and dry from lack of sufficient rain, and therefore are unproductive. The people are a branch of the Aryan race. They doubtless lived a nomadic life, and were obliged to be ever ready to defend themselves. Success in defense against the frequent assaults of their surrounding enemies stimulated them to become a nation of warriors. This fact had much to do in shaping their education. Cyrus the Great conquered Media and brought Persia to the summit of her greatness. The Persians boasted that they had become great by the sword, hence they cared but little for agriculture or manufactures. They levied tribute upon the nations they had subdued. Home production was therefore unnecessary, and they could devote all of their time to the art of war. About one fourth of the population are still classed as wandering tribes, and the nation is an aggregation rather than a unity of peoples.The early Persians worshiped fire, and holy fires which only the Magi, or priests, were allowed to approach, were kept perpetually burning upon the mountain tops. The sun also was worshiped, the Persian kneeling with his face toward the east at sunrise in beatific joy. This worship may have been borrowed from the Egyptians, who were conquered by the Persians, and with whom they stood in close relations. In later times the religion of Zoroaster became the religion of the people.

The Home.—Wife and children were required to show the father great respect. Each morning the wife was expected to ask her husband nine times, "What do you wish me to do?" The teacher stood next to the father in the child's esteem. The child was kept at home under the care of the mother until seven years of age. An astrologer gave him a name and outlined his future destiny by reference to the stars. It was forbidden to tell him the difference between right and wrong before his fifth year. No corporal punishment was administered before his seventh year. The mother was greatly beloved by her children, though women were excluded from education. The position of woman was much higher than in either China or India. The chief training of children in the home was physical. Throwing, running, archery, riding, etc., were the principal employments of children. Absolute truthfulness and justice were early inculcated. A quick eye, a steady hand, accurate power of observation, and unwavering courage were qualities sought for in every child, and all of the training in the home, as well as in the later education, had for its aim the acquirement of these powers. Thus children were early taught to be self-reliant and fearless.

The State Education.—1. Persian education was national in character. After the seventh year the boy was taken from home and educated entirely by and for the State.

His training in the use of arms, in riding, and in other athletic exercises was continued. There were large public institutions in which the boys were quartered, and simplest food and clothing were given them. Besides the training for war, they were taught religious proverbs and prayers, and were led to practice truth and justice. This education continued until their fifteenth year. The teachers were men who had passed their fiftieth year, and who were chosen for virtue as well as knowledge, that they might serve as models to their pupils.

2. The second period of education consisted of a military training, which occupied the ten years between the age of fifteen and twenty-five.

3. The final period was that of the soldier, which continued till the fiftieth year, when the Persian could retire from the army with honor. The most competent were retained as teachers.

Reading and writing were taught to a limited degree, but the chief end of education was to prepare the citizen for war. The Magi were educated in astronomy, astrology, and alchemy, and many of the dervishes have ever been renowned for their acuteness, sense of justice, great powers of observation, and good judgment.

Criticism of the Persian Education.—1. The State robs the family of its inherent right to educate the children.

2. It neglects intellectual education, giving undue prominence to the physical and moral; and demands too great a part of the active life of man.

3. It makes the highest aim of education to prepare for war, and therefore does not cultivate the arts of peace.

4. It excludes woman from the benefits of education.

ZOROASTER[11]

Zoroaster, the founder of the Persian religion, was a great teacher. The exact date of his birth is unknown, but it is generally placed at about B.C. 600. The testimony of ancient classic literature confirms the belief that he was an historical person. A tablet unearthed in Greece contains an account of his life and his doctrines. Pliny says that he laughed on the day of his birth and that for thirty years he lived in the wilderness on cheese. He was the founder of the Magi priesthood, but did not teach the worship of fire.

His philosophy is dualistic. There are two spirits or principles that rule the universe. These are Ormuzd, the principle of light, and Ahriman, the principle of darkness. These two opposing principles are in constant conflict, each striving for the mastery. Man is the center of the conflict, but Ormuzd as his creator has the greater power over him. All influences are summoned to bring about the success of the good, and in the end it will surely prevail. No remission of sin is taught, but judgment is represented as a bridge over which those whose good deeds outweigh their evil deeds are allowed to pass to paradise: in case the evil deeds outweigh the good, the person is cast off forever; in case of a balance of good and evil deeds, there is another period of probation.

This dualism shows itself in nature as well as in the spiritual world. Order is opposed to lawlessness, truth to falsehood, life to death, good to evil. It is a religion in which the ideas of guilt and merit are carried out to the extreme. Zoroaster believed that he was the prophet chosen to promulgate these doctrines, and his influence as a teacher upon the Persian nation was unquestionably great. Persia is now a Mohammedan country.

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