Roman Education Flashcards

1
Q

What did early education focus on?

A

Proper speech (i.e. everyone surrounding the boy had to speak properly - nurses, parents, paedagogi, and even the slave boys in the house he would converse with) - Institutio oratoria as evidence

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2
Q

What evidence is relevant for early education?

A

Quintilian’s “Institutio Oratoria”: 12 volumes of educational influence of young boys of elite background

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3
Q

What evidence of proper speech is there and who is mentioned?

A

Quintilian “Institutio Oratoria,” Plutarch “The Education of Children,” and Cicero “Brutus” speaks of Laelia’s elegant speech that Cicero writes to have a “strong tincture of her father’s elegance (Gaius)”

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4
Q

Where were motor and social skills acquired?

A

At home, with toys

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5
Q

What was the first element of education?

A

Learning the alphabet (prima elementa) and children were often given cookies or cake as reward or incentive to study the alphabet

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6
Q

When and where did formal education begin?

A
  • Usually age 7, but mostly based in skill level
  • Public schools or with private tutors
  • School lessons could be held indoors or outdoors
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7
Q

What else does Quintilian write of? (hint: education style)

A
  • At home is preferable because more can be taken with the nutrices and paedagogi, making sure they are of sound mind and influence
  • Young boys seen as malleable at a young age
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8
Q

What evidence is there of high-status girls in school?

A

Martial’s epigrams detailing a keen distaste for the schoolmaster (ludi magister) from both girls and boys alike

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9
Q

How would students learn basic reading and writing?

A
  • Memorizing the shape of letters and combining them into syllables
  • Copying lists, maxims, and sayings to learn the fundamentals of penmanship
  • Reading simple sections of texts (e.g. Homer and Vergil)
  • Also copied verse, (evidence of tablet with Virgil’s “Aeneid” and papyrological evidence of pupil in Egypt rewriting one line four times)
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10
Q

What literary evidence is there of learning to read?

A
  • Pliny the Younger’s letters, writing of a book being read aloud and whenever a pupil read a word incorrectly, the teacher would make him reread it
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11
Q

What was the second stage of education?

A

Grammaticē: taught by grammatici and focused on developing reading, writing, and speaking skills

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12
Q

What was the grammatici teaching style?

A
  • Literature, especially poetry and pupils would learn both greek and latin
  • First two chapters of Homer’s Iliad were popular teaching material for beginners
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13
Q

What does Quintilian write of poetry in the second stage?

A
  • Poetry wasn’t simply about speaking correctly or interpretation, but much of poetry offered philosophical value and would teach the boys how to act
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14
Q

What was the final stage of education?

A
  • Rhetoric (starting in early to mid-teens under instruction of rhetores)
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15
Q

What was learned in the final stage?

A
  • Developed styles and skill of argumentation
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16
Q

How did they develop argument style in final stage?

A
  • Used previously learned maxims, fables, and mythological narratives to develop commentary
  • Advanced exercises entailed speeches of praise or denunciation, and fictional speeches impersonating a character
17
Q

What were the two main types of fictional speeches practiced?

A
  • Suasoriae: deliberative oratory exercise in which a historical or literary figure debate between multiple courses of action; the declaimer supports one
  • Controversiae: forensic oratory involving fictitious legal cases citing one or more laws; the declaimer argues one side of the case
18
Q

What is the final FINAL stage?

A

Declamation, involing the composition and delivery of a piece of oratory

19
Q

What is the connection between rhetorical studies and military training?

A
  • Boys also underwent military training in Campus Martius (acquiring basic skills in fighting and weaponry)
  • Apprenticeship under a general: tirocinium militiae (all boys had to complete some military service)
20
Q

Rhetorical studies of equestrian and sentorial class?

A
  • Senatorial and equestrian class that wanted careers in politics or law would complete 1-2 years of apprenticeship (tirocinium fori)
  • Boys would usually receive the ‘toga of manhood’ before starting apprenticeship
  • Tiro means novice or recruit
21
Q

What was girls’ education like?

A
  • Upper-class girls were not permitted to train in rhetoric because women were not permitted participation in the legal or political system
  • Many elite girls would be engaged or married by this time anyway
  • Plutarch’s “Moralia” advises the bride and groom to keep her away from studies because it will divert her from womanly interests while “under the charm of Plato’s or Xenophon’s words”
22
Q

Lower-class education?

A
  • Learning a trade through apprenticeship and enlisting in the army as main options (typically 6 months to 6 years starting at 12-13)
  • Jobs of slave children proven through funerary inscriptions: artisans, goldsmiths, engravers, accountants, entertainers (starting between ages 5 to 10)
  • Medicine also a common practice of slaves and freedpersons
23
Q

What were the ethical aims of education?

A
  • Development of character in the production of literate, moral, and skilled members of society
  • Material selected with moral and practical goals in mind
  • Homer was considered an authority in moral and religious matters
  • Quintilian suggests that the lines to copy should have some moral lesson as they will remain in his old age through the “impression made upon his unformed mind,” contributing to the formation of his character
  • Get the boy ready to be the paterfamilias
24
Q

Ethical aims of women and slaves’ education?

A
  • Slaves trained in basic literacy and vocational skills
  • Women educated to a certain degree for moral purposes