At other times the name was changed for political or superstitious reasons. When the successful general Pul usurped the throne of Assyria he adopted the name of one of the most famous of the kings of the older dynasty, Tiglath-pileser. His successor, another usurper, called Ululâ, similarly adopted the name of Shalmaneser, another famous king of the earlier dynasty. It is probable that Sargon, who was also a usurper, derived his name from Sargon of Akkad, and that his own name was originally something else. Sennacherib tells us that Esar-haddon had a second name, or surname, by which he was known to his neighbors. In this respect he was like Solomon of Israel, who was also called Jedidiah.
It is doubtful whether circumcision was practised in Babylonia. There is no reference to it in the inscriptions, nor is it mentioned by classical writers as among Babylonian customs. In fact, the words of the Greek historian Herodotus seem to exclude the practice, as the Babylonians are not one of the nations of Western Asia who are said by him to have learnt the rite from the Egyptians. Moreover, Abraham and his family were not circumcised until long after he had left Babylonia and had established himself in Canaan. Africa, rather than Asia, seems to have been the original home of the rite.
If the boy were the son of well-to-do parents he was sent to school at an early age. One of the texts which, in Sumerian days, was written as a head-line in his copy-book declared that He who would excel in the school of the scribes must rise like the dawn. Girls also shared in the education given to their brothers. Among the Babylonian letters that have been preserved are some from ladies, and the very fact that women could transact business on their own account implies that they could read and write. Thus the following letter, written from Babylon by a lover to his mistress at Sippara, assumes that she could read it and return an answer: To the lady Kasbeya thus says Gimil-Merodach: May the Sun-god and Merodach, for my sake, grant thee everlasting life! I am writing to enquire after your health; please send me news of it. I am living at Babylon, but have not seen you, which troubles me greatly. Send me news of your arrival, so that I may be happy. Come in the month Marchesvan. May you live forever, for my sake! The Tel-el-Amarna collection actually contains letters from a lady to the Egyptian Pharaoh. One of them is as follows: To the king my lord, my gods, my sun-god, thus says Nin, thy handmaid: At the feet of the king my lord, my gods, my sun-god, seven times seven I prostrate myself. The king my lord knows that there is war in the land, and that all the country of the king my lord has revolted to the Bedâwin. But the king my lord has knowledge of his country, and the king my lord knows that the Bedâwin have sent to the city of Ajalon and to the city of Zorah, and have made mischief (and have intrigued with) the two sons of Malchiel; and let the king my lord take knowledge of this fact.
The oracles delivered to Esar-haddon by the prophetesses of Arbela are in writing, and we have no grounds for thinking that they were written down by an uninspired pen. Indeed, the bit riduti, or place of education, where Assur-bani-pal tells us he had been brought up, was the woman's part of the palace. The instructors, however, were men, and part of the boy's education, we are informed, consisted in his being taught to shoot with the bow and to practise other bodily exercises. But the larger part of his time was given to learning how to read and write. The acquisition of the cuneiform system of writing was a task of labor and difficulty which demanded years of patient application. A vast number of characters had to be learned by heart. They were conventional signs, often differing but slightly from one another, with nothing about them that could assist the memory; moreover, their forms varied in different styles of writing, as much as Latin, Gothic, and cursive forms of type differ among ourselves, and all these the pupil was expected to know. Every character had more than one phonetic value; many of them, indeed, had several, while they could also be used ideographically to express objects and ideas. But this was not all. A knowledge of the cuneiform syllabary necessitated also a knowledge of the language of the Sumerians, who had been its inventors, and it frequently happened that a group of characters which had expressed a Sumerian word was retained in the later script with the pronunciation of the corresponding Semitic word attached to them, though the latter had nothing to do with the phonetic values of the several signs, whether pronounced singly or as a whole.
The children, however, must have been well taught. This is clear from the remarkably good spelling which we find in the private letters; it is seldom that words are misspelt. The language may be conversational, or even dialectic, but the words are written correctly. The school-books that have survived bear testimony to the attention that had been given to improving the educational system. Every means was adopted for lessening the labor of the student and imprinting the lesson upon his mind. The cuneiform characters had been classified and named; they had also been arranged according to the number and position of the separate wedges of which they consisted. Dictionaries had been compiled of Sumerian words and expressions, as well as lists of Semitic synonyms. Even grammars had been drawn up, in which the grammatical forms of the old language of Sumer were interpreted in Semitic Babylonian. There were reading-books filled with extracts from the standard literature of the country. Most of this was in Sumerian; but the Sumerian text was provided with a Semitic translation, sometimes interlinear, sometimes in a parallel column. Commentaries, moreover, had been written upon the works of ancient authors, in which difficult or obsolete terms were explained. The pupils were trained to write exercises, either from a copy placed before them or from memory. These exercises served a double purposethey taught the pupil how to write and spell, as well as the subject which the exercise illustrated. A list of the kings of the dynasty to which Khammurabi belonged has come to us, for instance, in one of them. In this way history and geography were impressed upon the student's memory, together with extracts from the poets and prose-writers of the past.
The writing material was clay. Papyrus, it is true, was occasionally used, but it was expensive, while clay literally lay under the feet of everyone. While the clay was still soft, the cuneiform or wedge-shaped characters were engraved upon it by means of a stylus. They had originally been pictorial, but when the use of clay was adopted the pictures necessarily degenerated into groups of wedge-like lines, every curve becoming an angle formed by the junction of two lines. As time went on, the characters were more and more simplified, the number of wedges of which they consisted being reduced and only so many left as served to distinguish one sign from another. The simplification reached its extreme point in the official script of Assyria.
At first the clay tablet after being inscribed was allowed to dry in the sun. But sun-dried clay easily crumbles, and the fashion accordingly grew up of baking the tablet in a kiln. In Assyria, where the heat of the sun was not so great as in the southern kingdom of Babylonia, the tablet was invariably baked, holes being first drilled in it to allow the escape of the moisture and to prevent it from cracking. Some of the early Babylonian tablets were of great size, and it is wonderful that they have lasted to our own days. But the larger the tablet, the more difficult it was to bake it safely, and consequently the most of the tablets are of small size. As it was often necessary to compress a long text into this limited space, the writing became more and more minute, and in many cases a magnifying glass is needed to read it properly. That such glasses were really used by the Assyrians is proved by Layard's discovery of a magnifying lens at Nineveh. The lens, which is of crystal, has been turned on a lathe, and is now in the British Museum. But even with the help of lenses, the study of the cuneiform tablets encouraged short sight, which must have been common in the Babylonian schools. In the case of Assur-bani-pal this was counteracted by the out-of-door exercises in which he was trained, and it is probable that similar exercises were also customary in Babylonia.