Editing Maat (section)

==Scribes and scribal school==
[[Image:maat.jpg|thumb|Maat wearing the feather of truth]]

=== Scribes ===
The ethical aspect of Maat gave rise to the social formation of groups of elite individuals called ''[[Seshat|sesh]]'' referring to intellectuals, scribes, or bureaucrats.{{sfnp|Karenga|2004|p=38}} Besides serving as the civil servant of the kingdom, the ''sesh'' had a central role in the society since the ethical and moral concepts of Maat were further formulated, promoted, and maintained by these individuals.{{sfnp|Karenga|2004|p=38}} [[Scribe]]s in particular held prestigious positions in ancient Egyptian society as they were a primary means for the transmission of religious, political, and commercial information.{{sfnp|Black|2002|p=130}}

Although few were formally literate, writing was an important part of citizens' lives in Ancient Egypt, and scribes, for the large part, carried out literate functions for large masses of individuals. Since everyone was taxed, for example, their contributions were recorded by scribes. During periods of natural disasters, additionally, scribes worked on distant assignments, which were often in the form of letters. These letters were written and read by scribes for those who were not literate which enabled communication with superiors and families.{{sfnp|Lipson|2004|p=85}}

Written texts were often read aloud in public by scribes, who also wrote most of the letters, regardless of the sender's writing ability. Thus, scribes were involved in both writing and reading the letters.{{sfnp|Lipson|2004|p=85}} Since scribes read the letters out loud in public, they could not use the [[Grammatical person|first person]] to present the king's voice. Thus, the texts were presented in the [[Grammatical person|third person grammatical structure]].{{sfnp|Lipson|2004|p=86}} However, much of ancient Egyptian writing was symbolic and operated on a much deeper level than narratives might suggest.{{sfnp|Karenga|2004|p=35}} Religious concerns, as well as the hierarchical structure of Ancient Egyptian society, created important distinctions between elite classes and everyone else. The political and ideological interests of the elite dominated and directed the majority of social and cultural life in Ancient Egypt.{{sfnp|Karenga|2004|p=38}} Rhetoric has also been acknowledged as playing a role in the maintenance of social hierarchies, with its priorities of maintaining harmony and social order.{{sfnp|Herrick|2017|p=13}}

Illiterate people had a priority to get scribes to their villages because this procedure allowed the government to limit excessive abuses by pointing out the importance of the complaints of the poor. Scribal instructional texts emphasize fair treatment of all peoples and how anyone who abuses their power is subject to punishment.{{sfnp|Allen|2015|p=234}} Although this procedure was regulated by the local government, it helped provide the poor with the feeling that their petitions were put before higher officials' requests.{{sfnp|Ferguson|2016|p=27}} Although the main responsibility of scribes was to compose the work, transfer it or communicate, some scribes added additional commentary. The scribe's role in judicial system should also be taken into consideration. Local and insignificant crimes were usually led by a scribe or a foreman during the trial.{{sfnp|Ferguson|2016|p=27}}

[[Thoth]] was the patron of scribes who is described as the one "who reveals Maat and reckons Maat; who loves Maat and gives Maat to the doer of Maat".{{sfnp|Black|2002|p=131}} In texts such as the [[Instruction of Amenemope]] the scribe is urged to follow the precepts of Maat in his private life as well as his work.{{sfnp|Black|2002|p=132}} The exhortations to live according to Maat are such that these kinds of instructional texts have been described as "Maat Literature".{{sfnp|Black|2002|p=157}}

=== Scribal schools ===
Scribal schools emerged during the [[Middle Kingdom of Egypt|Middle Kingdom Era]] (2060–1700 BCE).{{sfnp|Ezzamel|1994|p=228}} Although scribal practices had been implemented before this period, there is no evidence of "systematic schooling" occurring in a materialized institution during the Old Kingdom (2635–2155 BCE).{{sfnp|Ezzamel|1994|p=228}} Scribal schools were designed to transform people to the literate ''sesh'' or [[scribe]]s who could function for society and bureaucracy. Therefore, literacy among ancient Egyptians revolved around the mastery of writing and reading in their specific purposes of conducting administration.{{sfnp|Karenga|2004|p=35}}

In scribal schools, students were selectively chosen based on the same date of birth around Egypt.{{sfnp|Williams|1972|p=214}} Most of the apprentice scribes were boys, but some privileged girls received similar instruction as the boys in the scribal schools.{{sfnp|Williams|1972|p=220}} They could either live at school with their peers or stay with their parents, depending on geographical adjacency.{{sfnp|Ezzamel|1994|p=229}} The students were taught two types of writing by their teachers who were priests: sacred writing and instructive writing.{{sfnp|Williams|1972|p=214}} Sacred writing emphasized Maat and its moral as well as ethical values and instructions, while instructive writing covered specific discussion about land-measurement and arithmetic for evaluating the annual changes of river and land configurations;{{sfnp|Williams|1972|p=214}} as well as for calculating tax, logging commercial business, and distributing supply.{{sfnp|Ezzamel|1994|p=232}}

Learning instructions in scribal schools were available for very young prospective students (5–10 years old students).{{sfnp|Ezzamel|1994|p=229}} This elementary instruction took 4 years to complete, and then, they could become apprentices of a tutor – an advanced level of education that elevated their scribal careers.{{sfnp|Ezzamel|1994|p=229}}{{sfnp|Williams|1972|p=216}} In the elementary level, pupils received instructions from the tutors while sitting in circle around the tutors.{{sfnp|Williams|1972|p=216}} The lessons were implemented in different fashions: reading was recited aloud or chanted, arithmetic was studied mutely, and writing was practiced by copying classical short literacy and the ''[[Miscellany|Miscellanies]],'' a short composition specifically aimed to teach writing.{{sfnp|Ezzamel|1994|p=230}}{{sfnp|Simpson|2003|p=438}}

When learning writing, scribal apprentices were required to go over sequential steps. They firstly had to memorize a brief passage by chanted recital following the teachers. Later on, they were asked to copy some paragraphs to train their writing abilities, either on [[Ostracon|ostraca]] or wooden tablets. Once the instructors deemed the pupil had made some progress, they would assign the same first two steps toward Middle Egyptian manuscripts, consisting of classical work and instructions. After that, the same methods were implemented to Middle Egyptian texts, in which grammar and vocabulary took the most part.{{sfnp|Ezzamel|1994|p=232}}

Besides honing reading, writing, and arithmetic skills, students of scribal schools also learned other skills. Male students were involved in physical training, while female students were asked to practice singing, dancing, and musical instruments.{{sfnp|Williams|1972|p=220}}