Education in Roman Empire
The journey from Athenae to Roma for the civil citizen would take 12 days in February. The way would cover 1553 kilometres. The traveller would have to spend 509 denarii. The traveller would travel on a faster sail ship and on fast carriage and travel by feet. During this trip the traveller would encounter the education system of Roman Empire.
The government protected education system. Romans followed the educational traditions. The status of teacher had to be confirmed by the Emperor. In newly conquered territories education was part of Romanization. Latin and Greek were the languages of education. In eastern part of Roman Empire, Greek maintained its purity and high standard. But by 200 AD, the reign of Constantine, both languages lost their initial influence, disappeared from school and universities and resolved into variety of local dialects. The Christian Church slowly began to influence the education system imposing liturgical language.
Children education among the upper class changed the usual model of private tutors or the family education to the schools. However there are some cases when a Greek tutor at home taught the child until sixteen years. This tutors had the goal of turning roman boy into roman man. Tutors devote all their time to the students, whereas in school the teachers are more likely to be more inspired by the number of students. For pupils the competition in school was also stimulating. Schools were called “ludus litterarius”. The Emperor Hadrian decided to offer tax immunity to schoolmasters to encourage them to start primary schools in the provinces. Children would go to school from the age of six or seven. In a class there was around twelve students. Slaves that re...
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...o gain wealth and power.
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Livy’s The Rise of Rome serves as the ultimate catalogue of Roman history, elaborating on the accomplishments of each king and set of consuls through the ages of its vast empire. In the first five books, Livy lays the groundwork for the history of Rome and sets forth a model for all of Rome to follow. For him, the “special and salutary benefit of the study of history is to behold evidence of every sort of behaviour set forth as on a splendid memorial; from it you may select for yourself and for your country what to emulate, from it what to avoid, whether basely begun or basely concluded.” (Livy 4). Livy, however, denies the general populace the right to make the same sort of conclusions that he made in constructing his histories. His biased representation of Romulus and Tarquin Superbus, two icons of Roman history, give the readers a definite model of what a Roman should be, instead of allowing them to come to their own conclusion.
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Although both Roman and Greek civilizations shared similarities in the areas of art and literature, their differences were many and prominent. Their contrasting aspects rest mainly upon political systems and engineering progress, but there are also several small discrepancies that distinguish between these two societies. This essay will examine these differences and explain why, ultimately, Rome was the more advanced civilization of the two.
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Many qualities of the Ancient Roman civilization were undoubtedly borrowed from their predecessors of the Greek culture (Bonner 1). Roman education, however, is only a reflection of the Greek education system. Ancient Roman education tactics differ from the education methods used by Ancient Greek instruction. Nevertheless, these two different approaches contain many similarities. Although the Romans made an effort to reproduce the style of education maintained by the Greeks, their attempts failed; however Rome managed to adopt many principles of Greek education in the process. This is made apparent by comparing and contrasting Greek and Roman education methods as well as the explanation of the worldly problems and expectations each culture was facing during this era.