Education in Ancient Rome: From Family Training to Greek Influence
Education in Ancient Rome
Old Age (Until the Second Century BC)
During this early period of ancient Roman history, education was primarily a family affair, focused on preparing young people for agricultural life and instilling respect for ancestral customs (mos maiorum). Children were taught that the family was a social and religious unit, headed by the paterfamilias, who held absolute authority.
Early Childhood (Birth to Seven Years):
- Mothers played a crucial role as the primary educators, responsible for the physical and moral development of their children.
Childhood (Seven Years Onward):
- Fathers took over the education of boys (puer), teaching them reading, writing, weapon use, and farming.
- Boys also learned about good manners, religion, morality, and law from their fathers, accompanying them to various activities.
- Girls (puella) continued under their mothers’ guidance, learning weaving and household duties.
- Military training began at the age of 16 or 17, emphasizing discipline and obedience.
The Rise of Greek Influence (Second Century BC Onward)
From the second century BC, Rome’s conquest of Magna Graecia brought it into contact with Greek culture, which profoundly impacted Roman education. Greek teachers and rhetoricians, often initially enslaved, began providing education in Roman households and eventually established schools after gaining freedom.
This influx of Greek educational practices transformed Rome into a center of humanistic learning. While not compulsory or state-controlled, education became increasingly influenced by Greek methods, with teachers, grammarians, rhetoricians, and philosophers gaining prominence.
Influence of Greek Culture on Roman Law
Scholars believe that Greek influence on the Twelve Tables, Rome’s early legal code, was primarily formal rather than substantive. This influence included:
- The adoption of laws by popular assembly, making them binding.
- The publication of laws in written form, ensuring legal certainty.
- The concept of isonomia, or equality before the law.
Formal Education in Ancient Rome
a) Primary Education (Ages 7-11/12)
- Most children attended schools run by litterator, although some received tutoring at home.
- Children were accompanied to school by a paedagogus, often a Greek slave.
- The school day lasted six hours, with breaks for lunch and a holiday every nine days (nundinae).
- The academic year began in March, with summer holidays from July to the Ides (15th) of October.
- Schools were basic, with students writing on tablets on their laps.
- The curriculum focused on reading, writing, and arithmetic, enforced with strict discipline.
b) Secondary Education (Ages 11/12-16/17)
- Secondary education was provided by grammaticus.
- The curriculum emphasized grammar, reading Greek and Latin classics, and textual analysis.
- Through commentary on texts, students learned about geography, mythology, metrics, and other subjects.
Higher Education
- Young men aspiring to public speaking and civic life continued their education with a rhetoric teacher (rhetor), usually Greek.
- Training involved preparatory exercises and declamation, including:
- Suasoriae: Speeches on historical topics, where students analyzed the pros and cons of decisions faced by historical figures.
- Controversiae: Debates on legal issues, with students arguing opposing viewpoints.
Rights and Duties of Teachers and Students
Teachers were expected to act as father figures to their students, maintaining high moral standards and avoiding vices. They were to be neither overly harsh nor overly familiar, striking a balance between discipline and encouragement. Teachers were to be patient, approachable, and enthusiastic about their subject matter.
Students, in turn, were expected to respect and love their teachers, viewing them as intellectual parents. This respect would facilitate learning and foster a desire to emulate their teachers. Students were encouraged to be diligent, attentive, and eager to learn.
Physical Education in Ancient Rome
Unlike the Greeks, the Romans did not prioritize physical education for aesthetic or philosophical reasons. They viewed it primarily as a means of military training and maintaining physical fitness. Gymnastics and athletic competitions were popular forms of entertainment, but they were not integrated into a broader educational philosophy.
Early Roman Physical Education:
- Focused on developing military skills, such as swordsmanship, spear throwing, and horseback riding.
- Emphasized strength, agility, endurance, and individual motor skills necessary for soldiers.
Later Roman Physical Education:
- Professional athletes and gladiators gained prominence, with athletic contests often characterized by violence and brutality.
- Physical activity was seen as a leisure pursuit rather than an essential part of education.
- The rise of Roman baths provided opportunities for physical exercise, but these were primarily social gathering places.
Philosophical Perspectives on Physical Education:
- Roman philosophers generally subordinated the body to the mind, advocating for limited physical exercise for hygiene purposes.
- They did not embrace the Greek ideal of a harmonious balance between physical and mental development.
Conclusion
Roman education evolved from a family-centered system focused on practical skills and ancestral traditions to one influenced by Greek humanistic ideals. While formal education became more structured and sophisticated, physical education remained largely utilitarian, serving primarily military and leisure purposes. The Roman approach to education reflected their pragmatic and militaristic values, contrasting with the Greek emphasis on holistic development and the pursuit of physical and intellectual excellence.