Primary education Roman Empire

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traditional roman education moral , practical. stories great men , women, or cautionary tales individual failures, meant instil roman values (mores maiorum). parents , family members expected act role models, , parents worked living passed skills on children, might enter apprenticeships more advanced training in crafts or trades. formal education available children families pay it, , lack of state intervention in access education contributed low rate of literacy.

young children attended pedagogus, or less female pedagoga, greek slave or former slave. pedagogue kept child safe, taught self-discipline , public behaviour, attended class , helped tutoring. emperor julian recalled pedagogue mardonius, eunuch slave reared him age of 7 15, affection , gratitude. usually, however, pedagogues received little respect.

primary education in reading, writing, , arithmetic might take place @ home privileged children parents hired or bought teacher. others attended school public, though not state-supported, organized individual schoolmaster (ludimagister) accepted fees multiple parents. vernae (homeborn slave children) might share in home- or public-schooling. schools became more numerous during empire, , increased opportunities children acquire education. school held regularly in rented space, or in available public niche, outdoors. boys , girls received primary education ages 7 12, classes not segregated grade or age. socially ambitious, bilingual education in greek latin must.

quintilian provides extensive theory of primary education in latin literature. according quintilian, each child has in-born ingenium, talent learning or linguistic intelligence ready cultivated , sharpened, evidenced young child s ability memorize , imitate. child incapable of learning rare. quintilian, ingenium represented potential best realized in social setting of school, , argued against homeschooling. recognized importance of play in child development, , disapproved of corporal punishment because discouraged love of learning—in contrast practice in roman primary schools of routinely striking children cane (ferula) or birch rod being slow or disruptive.

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