Roman-Education.pptx

Early Roman education

1. ` Presenter:S TELLA MARIZ BATIAO BS BA MAJOR IN MARKETING & BSED-SUPPLEMENTAL Foundation of Education Early and Later Roman Education DR. PITSBERG B.DE ROSAS Professorial Lecturer

2. PRAYER Dear Lord and Father of all, Thank you for today. Thank you for the ways in which you provide for us all. For Your protection and love, we thank you. Help us to focus our hearts and minds now on what we are about to learn. Inspire us by Your Holy Spirit as we listen and write. Guide us by your eternal light as we discover more about the history of education around us. We ask all this in the name of Jesus. Amen.

3. OBJECTIVES: To discover more about the five great periods of Roman Education. To recognize the influential teachers and thinkers of Roman Education To acknowledge the basis of laws and principles around education

4. ACTIVITY : BE HOOKED! Fill in the blanks with the correct answer.

5. R e It is the capital city of Italy. County’s most populated commune and the third post populous city in the European Union by population within city limits. Located in the central-western portion of the Italian peninsula

6. R an or m A rectangular forum (plaza) surrounded by ruins of several important ancient government building at the center of the city of Rome. Citizens of the ancient city referred to this space, originally a marketplace, as the Forum Magnum. For centuries, it was the center of day-to-day life in Rome.

7. C l seu It is an oval amphitheatre in the center of the city of Rome, Italy. Largest ancient amphitheatre ever built, and is still the largest standing amphitheatre in the world today. It is built of travertine limestone, tuff, and brick-faced concrete.

8. a Ic n C t An independent city state and enclave located within Rome, Italy. Is an ecclesiastical or sacerdotal-monarchical state ruled by the pope who is the bishop of Rome and head of the Catholic Church. The highest state functionaries are all Catholic clergy of various national origins.

9. ANALYSIS: BE ENGAGED!

10. The History of Roman Education falls into five great periods. The periods and the characteristic achievements of each are as follows: From 753 B.C (traditional founding of the City) to 275 B.C Children were taught principally at home by their parents and servants (usually educated captured slaves) Schools were only on the Elementary Level Entry to public life was by participation in civic, religious and military affairs.

11. 2. From 275 B.C until 132 B.C The Romans developed a literary culture and a system of higher education patterned after the Greeks.

12. 3. From 132 B.C to 100A.D Latin Literature and grammar were perfected . Medicine and Law were taught on a systematic basis. Roman treatises on Architecture and oratory were produced.

13. 3. From 132 B.C to 100A.D Schools were private The government became an empire Jesus Christ was born , lived and was crucified and the Christian church was established .

14. 4. From 100 A.D to 275 A.D Law become a university subject Medicine took from, and it kept this for 1400 years . Government increased its subsidy for learning.

15. 5. From 275 A.D to 529 A.D Government established a monopoly of education Teachers were required to be licensed Christianity became first tolerated, then it became the official first religion of the empire. Textbooks were written. The Ancient world went to pieces and the Middle Ages were ushered in.

16. First among the traits in the Roman moral ideal was manliness , and it’s most prominent components were courage and strength. A second roman trait was reverential regard for one’s ancestors, for the divine powers , and for sacred customs . The Roman character expressed itself to advantage in the sense of professional , family , and public responsibility .

17. ` EARLY ROMAN EDUCATION

18. ABSTRACTION: BE FULLY INFORMED!

19. AIMS OF EARLY ROMAN EDUCATION Utilitarian – to produce men who would be active and efficient in daily life. Moral – to produce good citizens . Military – to train men to be good soldiers . Civil and Political – to train men to be participative and wise in politics. Religious – to train men to have reverence for the Gods.

20. Roman Education aimed for linguistic facility and perfection in public speaking and debate . The orator , who was considered the ideally educated man , was to be the first vir bonus . The true orator used his learning by putting it to practical use in public service .

21. ORGANIZATION OF GRADE LEVELS AND AGENCIES OF EDUCATION

22. Young children were taught by their parents at home with rudiments of knowledge , moral, and religion . MORAL TRAINING, RELIGIOUS TRAINING & VOCATIONAL TRAINING

23. Boys went with their fathers to the shop or farm . MORAL TRAINING, RELIGIOUS TRAINING & VOCATIONAL TRAINING

24. Girls were left with their mothers at home . MORAL TRAINING, RELIGIOUS TRAINING & VOCATIONAL TRAINING

25. Boys went to the forum to learn about public affairs . CIVIC AND PHYSICAL TRAINING & MILITARY TRAINING

26. At the age of 16, boys became citizens by taking on toga virilis of manhood CIVIC AND PHYSICAL TRAINING & MILITARY TRAINING

27. Then around age of 17 entered military camp to train . CIVIC AND PHYSICAL TRAINING & MILITARY TRAINING

28. TYPES OF EDUCATION AND ITS CONTENTS: Moral Training Vocational Training Physical and Military Training Religious Training Civic Training

29. The foundation of ancient Roman education was, above all else, the home and family , from which children derived their so-called "moral education" MORAL TRAINING: A Roman child's first and most important educators were almost always his or her parents. Parents taught their children the skills necessary for living in the early republic , which included agricultural , domestic , and military skills as well as the moral and civil responsibilities that would be expected from them as citizens.

30. Roman education was carried on almost exclusively in the household under the direction of the paterfamilias . From the paterfamilias or highest-ranking male of the family, one usually learned " just enough reading , writing , and Arithmetic to enable them to understand simple business transactions and to count , weigh, and measure . MORAL TRAINING:

31. Ballads and song glorifying traits esteemed by the Romans . MORAL TRAINING:

32. Vocations craft/skills for male children. Domestic chores for female VOCATIONAL TRAINING:

33. Physical and Military exercises. PHYSICAL AND MILITARY TRAINING:

34. Religious ceremonies and usages. RELIGIOUS TRAINING:

35. Learning the laws of the Twelve Tables, Roman History , the Procedures of Court and Senate and Conduct of War. CIVIC TRAINING:

36. Fee was only needed when the students entered the private schools. FINANCING:

37. ` LATER ROMAN EDUCATION

38. AIMS OF LATER ROMAN EDUCATION ORATORICAL - Chief aim was capability improvement especially in public speaking. CIVIC - ideal aim is to train students for public service . The aim of early Roman education was the development of the vir bonus – the good citizen , the good soldier , the good worker. 

39. ORGANIZATION OF GRADE LEVELS AND AGENCIES OF EDUCATION In the later days of the empire, Rome had schools of the Greek type , the Greko Roman school which put Rome on the threshold of her golden age.

40. 3 LEVELS OF EDUCATION

41. ELEMENTARY LEVEL (School of Literator ) Age 7 to 10. Reading and writing were taught. It was typical for Roman children of wealthy families to receive their early education from private tutors . However, it was common for children of more humble means to be instructed in a primary school , traditionally known as a Ludus litterarius .

42. ELEMENTARY LEVEL (School of Literator ) An instructor in such a school was often known as a litterator or litteratus , which was seen as a more respectable title. There was nothing stopping a litterator from setting up his own school , aside from his meager wages . There were never any established locations for a Ludus litterarius . They could be found in a variety of places , anywhere from a private residence to a gymnasium , or even in the street .

43. ELEMENTARY LEVEL (School of Literator ) Typically, elementary education in the Roman world focused on the requirements of everyday life, reading , and writing . The students would progress up from reading and writing letters , to syllables , to word lists , eventually memorizing and dictating texts .

44. ELEMENTARY LEVEL (School of Literator ) Writing was done with a stylus on a wax tablet .

45. SECONDARY LEVEL (Grammar School) Age 10 to 16. Boys from affluent families would leave their ' litterator ' behind and take up study with a Grammaticus , who honed his students' writing and speaking skills, versed them in the art of poetic analysis , and taught them Greek if they did not yet know it.

46. SECONDARY LEVEL (Grammar School) Poetry analysis continued to use the same poems and poets the students were exposed to in Ludus , such as Phoenissae by Euripides . By this point , lower-class boys would already be working as apprentices , and girls—rich or poor—would be focused on making themselves attractive brides and, subsequently, capable mothers . Daily activities included lectures by the Grammaticus ( narratio ), expressive reading of poetry (Lectio) and the analysis of poetry (partition). The curriculum was thoroughly bilingual , as students were expected to both read and speak in Greek as well as in Latin.

47. SECONDARY LEVEL (Grammar School) The method was largely one of the exercise in good literacy discourse and moral habits .

48. HIGHER LEVEL (School of Rhetoric) The rhetor was the final stage in Roman education. Very few boys went on to study rhetoric . Early on in Roman history, it may have been the only way to train as a lawyer or politician . Age 16 or older, boys who studied for two to three years. To be a good orator , a exercised oratory , declamation and debate. Teachers were called rhetors.

49. HIGHER LEVEL (School of Rhetoric) In early Roman times, rhetoric studies were not taught exclusively through a teacher, but were learned through a student's careful observation of his elders . The practice of rhetoric was created by the Greeks before it became an institution in Roman society, and it took a long time for it to gain acceptance in Rome.

50. HIGHER LEVEL (School of Rhetoric) The orator, or student of rhetoric , was important in Roman society because of the constant political strife that occurred throughout Roman history. Young men who studied under a rhetor would not only focus on public speaking . These students also learned other subjects such as geography , music , philosophy , literature , mythology , and geometry . These well-rounded studies gave Roman orators a more diverse education and helped prepare them for future debates.

51. HIGHER LEVEL (School of Rhetoric) There were two fields of oratory study that were available for young men . The first of these fields was the deliberative branch of study. This field was for the training of young men who would later need to urge the "advisability or inadvisability" of measures affecting the Roman Senate .

52. HIGHER LEVEL (School of Rhetoric) The second field of study was much more lucrative and was known as a judicial oratory. These orators would later enter into fields such as criminal law, which was important in gaining a public following . The support of the public was necessary for a successful political career in Rome. Later in Roman history, the practice of declamation became focused more on the art of delivery as opposed to training to speak on important issues in the courts. Tacitus pointed out that during his day (the second half of the 1st century AD), students had begun to lose sight of legal disputes and had started to focus more of their training on the art of storytelling .

53. HIGHER LEVEL (School of Rhetoric) All types of public speaking were perfected, eulogies , exhortations , funeral orations , and lectures

54. For a Roman to obtain University Education , he had to study abroad at Athens , Alexandria or Rhodes. Vespasia in 75A.D put up a library and developed a school of learning called Athenaeum which would constitute higher education.

55. THINKERS AND TEACHERS IN ROMAN EDUCATION

56. Cicero’s writings provided the ideal for the education of the Middle Ages. His educational ideas were put in his “THE ORATOR”

57. Quintillian , in his “INSTITUTE OF ORATORY”, pictured the orator not only as a well-rounded man of affairs but as a man of integrity in character. Quintilian stressed a memory and used moralizing as a main basis for motivation.

58. Emperor Vespasia ordered the subsidy for teachers .

59. Emperor Trajan gave scholarship to bright but poor youths .

60. Hadrian started pensions for retired teachers.

61. Antonious exempted teachers from taxes and military service .

62. Gratian established a salary scale for teachers and in 425 A.D the establishment of school became a state prerogative.

63. APPLICATION: BE RELEVANT! Directions: Read the questions carefully. Choose the letter that corresponds to the correct answer.

64. 1. In the later days of the Empire, Rome had schools of the Hellenic type, the Greco-Roman schools which put Rome on the threshold of its golden age. The first level was the elementary school where reading and writing were taught. The teacher was called the _______________. Gramaticus Greeks Ludi magister Rhetors Romans

65. 1. In the later days of the Empire, Rome had schools of the Hellenic type, the Greco-Roman schools which put Rome on the threshold of its golden age. The first level was the elementary school where reading and writing were taught. The teacher was called the _______________. Gramaticus Greeks Ludi magister Rhetors Romans

66. 2. He is one of the most influential thinkers in Roman Education. His writings provided the ideal for the education in the middle ages and its educational ideas were put in his “The Orator”. It was written in the latter part of the year 46 BC and considered oratory to be the highest form of intellectual activity and an instrument indispensable for the welfare of the state. Antonious Cicero Horace Quintillian Vespasian

67. 2. He is one of the most influential thinkers in Roman Education. His writings provided the ideal for the education in the middle ages and its educational ideas were put in his “The Orator”. It was written in the latter part of the year 46 BC and considered oratory to be the highest form of intellectual activity and an instrument indispensable for the welfare of the state. Antonious Cicero Horace Quintillian Vespasian

68. 3. The Romans were practical, pragmatic people who absorbed themselves in the successful management of their everyday affairs. Their language became the instrument of commerce, coins were circulated far and near, civil service were honorable , and their law elevated to the dignity of a science. The church arose within the Roman Empire and under the Empire, ___________ developed. Eastern Imperialism Northern Imperialism Roman Imperialism Southern Imperialism Western Imperialism

69. 3. The Romans were practical, pragmatic people who absorbed themselves in the successful management of their everyday affairs. Their language became the instrument of commerce, coins were circulated far and near, civil service were honorable , and their law elevated to the dignity of a science. The church arose within the Roman Empire and under the Empire, ___________ developed. Eastern Imperialism Northern Imperialism Roman Imperialism Southern Imperialism Western Imperialism

70. 4. Quintillian in his _____________, pictured it not only as a well-rounded man of affairs but as a man of integrity in character. He stressed memory and used moralizing as a main basis for motivation, talked about the necessity for teachers to consider individual differences, made use of plays and games for relaxation and to stimulate interest and suggested competition and awards as a basis for motivation in place of corporal punishment. Institutes of Oratory Public Speaking The Codex The Orator Twelve Table

71. 4. Quintillian in his _____________, pictured it not only as a well-rounded man of affairs but as a man of integrity in character. He stressed memory and used moralizing as a main basis for motivation, talked about the necessity for teachers to consider individual differences, made use of plays and games for relaxation and to stimulate interest and suggested competition and awards as a basis for motivation in place of corporal punishment. Institutes of Oratory Public Speaking The Codex The Orator Twelve Table

72. 5. It was thought to be useful to compare the subject of the speech with the actions of a famous man from Rome’s past. A knowledge of the God’s and religion was considered vital. An orator who could include references to the God’s and their actions in his speech in an appropriate way was highly regarded. Debate Declamation Oratory Public Speaking Rhetoric

73. 5. It was thought to be useful to compare the subject of the speech with the actions of a famous man from Rome’s past. A knowledge of the God’s and religion was considered vital. An orator who could include references to the God’s and their actions in his speech in an appropriate way was highly regarded. Debate Declamation Oratory Public Speaking Rhetoric

74. References: https://www.educationinancientrome.weebly.com https://en.wikipedia.org/wiki/Education_in_ancient_Rome https://www.historylearningsite.co.uk/ancient-rome/roman-education/ https://www.historyonthenet.com/the-romans-education

75. THANK YOU FOR LISTENING!