Daily Life, Gender Roles, and
Education in Ancient Egypt
Homes
• Close to the Nile
• Made of mud bricks
• Usually 2-3 storeys high
to avoid flooding
• Few pieces of furniture
• Outdoor kitchens
• Upper levels were used
as living space
• Size and complexity of
homes depended on
wealth
Homes
• Had small windows to keep
homes cool
• The wealthy could afford to
have houses built of stone
Which is the home of a wealthy Egyptian?
Food & Agriculture
• Depended on crops
• Wheat and barley used to
make beer and bread
• Flax for linen
• Annual flooding of Nile
provided fertile soil
• Vegetables such as onions,
leeks, lettuce, and peas
were grown
• Wine
• Dates and figs from trees
• Ate beef, pork, mutton, fowl
and wild game meat
• The commoners ate fish as
a substitution for meat
Leisure Activities
• Plays held in temples
• Fishing, swimming, and
games in river
• Noblemen would hunt
game and fowl
• The wealthy held parties
• Pets
• Reading
Leisure Activities
• Board games such as
Hounds, Jackals, and
Senet
• Rules of board games are
unclear, but are found in
tombs
• Children had toy animals
carved out of wood and
ivory
Education
• All children received education, whether or not
they were from a rich family
• Unprivileged children were educated in trades
• Privileged children received formal education
A scribe student’s homework
Education
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Unprivileged children began education at age 14
Boys learned trades from fathers
Girls learned housekeeping from mothers
For example, parents hoped children could become tomb
builders
• If not, they had to leave their village and find work
elsewhere
Metal-working… one of many trades
Education
• Sons of Pharaohs, priests
and other privileged families
went to scribe school at age 5
• Consisted of copying texts and
reciting lessons
• Scribes also educated in math
• Near end of scribal education,
scribes went to vocational schools
run by the government, army or
temples, etc.
• Would receive training for specific
jobs such as tax assessing
Statue of a scribe
Education
• Egyptians believed in stability through education
• Taught children manners and to be contributing
members of society
• Literacy was vital to bureaucratic Egypt
• Scribes kept records such as taxes and inventories, and
ritual practices and medicines
Gender Roles (Family)
• For the ancient Egyptians, the prime purpose of
marriage was to establish a family.
• A suitable age for men to be married is at the age of 20.
• The wife would be even younger, according to the
teachings of the scribe Onkhsheshonqy.
• Parents were considered as the source of life for the
children.
• They deserve respect and honour.
Gender Roles (Women)
• Women took care of the daily needs of their family.
• Pregnancy was important to the ancient Egyptian
women, because they gained the respect of society and
the approval from their husbands.
• Even though the society was mostly dominated by men,
the women still enjoyed quite a bit of their freedom,
because the men did not have it all their way.
• Aside from taking care of the family, women were also
involved in the society, and they could conclude any
kind of legal settlement.
Gender Roles (Men)
• Egypt’s society was typically male-dominated.
• Men hunted animals such as antelope, hares, and lions
in the low deserts in Egypt.
• The father was responsible for the economic well-being
of the family.
• Upper-class men often became scribes or priests.
• Lower-class man often were farmers, hunters, potters, or
craftsmen.
Gender Roles (Children)
• Children were considered as the link with the future
generations.
• They were also expected to reciprocate the care they
received from their parents, mainly their mother.
• Children were expected to take good care of their
parents in their old age, and also to carry out the
principal roles in their funerary rights when they died.
• The eldest son in particular was sometimes referred to
as the “staff of old age”, who would look after the aged
parents and take over his father’s work.
Bibliography
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The Cleveland Museum of Art. Pyramids, Mummies & Daily Life. 17 Oct 2006
<http://www.clevelandart.org/kids/egypt/roseff.html>
Dollinger, André. Aspects of Life in Ancient Egypt. 17 Oct 2006
<http://www.reshafim.org.il/ad/egypt/timelines/topics/index.html>
Division of Education.Life in Ancient Egypt. 23 Jan. 2006. 18 Oct. 2006
<http://www.carnegiemnh.org/exhibits/egypt/guide.htm.>
Dollinger, André. Gender Roles. 12 Jan. 2006. 17 Oct. 2006
<http://nefertiti.iwebland.com/people/gender.htm>
Stead, Miriam. Egyptian Life. Cambridge, Massachusetts, 1986
Hawass, Zahi. Women in Pharaonic Egypt. Italy, 2000
Canadian Museum of Civilization Corporation. Mysteries of Egypt – Egyptian Civilization. 17 Oct
2006 <http://www.civilization.ca/CIVIL/EGYPT/egcivile.html>
St. Petersburg Times. Egypt : Daily Life. 17 Oct 2006
<http://www2.sptimes.com/Egypt/EgyptCredit.4.2.html>
Hart, George. Eyewitness Books: Ancient Egypt. Toronto: Stoddart Publishing Co. Limited, 1990.
Stead, Miriam. Egyptian Life. Cambridge, Massachussets: Harvard University Press, 1986.
Newman, Garfield. Echoes from the Past: World History to the 16th Century. Toronto: McGrawHill Ryerson, 2001.
The British Museum. Ancient Egypt - Writing. 17 Oct. 2006
<http://ancientegypt.co.uk/writing/explore/main.html>.
The British Museum. Ancient Egypt - Trades. 17 Oct. 2006
<http://ancientegypt.co.uk/trade/story/main.html>.