Ancient Egyptian Children were held in the highest esteem and The Egyptians were very family oriented. The ancient Egyptians believed that a child was the gift of the gods, sent to give the parents immortality through their names and deeds. Children were sometimes buried with their parents and provided with statuary. The wealthy families also included jewelry, furniture, toys, games and books for their children to use in the afterworld. A few Egyptians enjoyed long lives. Pepy II, last king of the Sixth Dynasty, ruled for more than 90 years. But most people did not live past age 35 or 40.
Three or four out of every five children did not survive to adulthood. Because so many children died young, children were only gradually included in the life of the family and community. Childhood was brief but happy, with games, toys, and freedom. Egyptians often named (or nicknamed) their children after animals, such as Monkey, Cat, Frog, Mouse, Hound, or Gazelle. The name was usually based on the child’s behavior. Miit (cat) was a popular name for girls. Children played games much like today’s: leap frog, running and jumping, swimming, tug-of-war, ball games of many kinds, and a form of hopscotch.
Gymnastics, vaulting, and handball were popular with both boys and girls. One ancient game, “goose steps,” is still played in rural Egypt. In it, one player jumps over a barrier made by two seated players. Girls played with dolls and small figures of animals. Children fished, swam, and rowed small boats. Some wealthy families had swimming pools.
Late childhood was devoted to preparing for adulthood. A peasant child’s life of hard labor began early, helping with planting and harvesting. Boys were considered fully adult by age 15 or 16. They were expected to take on adult responsibilities, adopt a profession, and support their families. Girls almost never learned to read and write.
Priests, nobles, and the wealthy sent their sons to temple schools to study under the strict guidance of priest-scribes. A peasant boy who showed extraordinary intelligence might be sent to school. This was a major turning point in his family’s fortunes, because the few people who could read ran the country.
Most of a young man’s higher education was on-the-job training, alongside a master in his chosen field. Youngsters studying to become priests, and students of mathematics, medicine, or astronomy, stayed at the temple school for advanced education.