Figure 1.--This is aother modern image of an ancient Greek school. The boys here are depicted a liitle differently than those on the previous page. Sources on ancient Greece sometimes speak about short tunics, sometimes about cloths wrapped around the waists, as depicted in the image here. Perhaps this changed according the children ages or also through the centuries. There may have been differences among the various city states. Both tunics or cloths were normally removed to play and practice athletics and sports. Concerning footwear, ancient Greek adults usually were barefoot at home and wore sandals in public. Bare e feet was also acceptable in public for free people especially in early the early centuries. Affluence was presumably a factor. Presumably children more commonly went barefoot than free adult citizens. Slaves more commonly went barefoot.

Greece appears to have been the first ancient society in which the ordinary people were educated. This goes along with the idea that the population were citizens and not subjects of a monarchial ruler. The purpose of education in Greek city states was to create productive citizens as well as soldiers capable of defending the city in time of war which was fairly common, primarily because of difference between the many competing states. There was no single Greek education system, but the system with developed in Athens was very influential, affecting the education in other city states. Younger boys were taught at home by their mother or in the case of more affluent families by a slave--almost always a male slave. While at home boys and girls might be taught together. At about age 6 years the boys' formal education began. School was not compulsory in Athens and other Greek city states, but most boys at least attended primary school. Here the primary factor was economics. Boys from poor families might not attend school, especially if they lived in country far from available schools. There were both neighborhood primary schools funded by the state as weand private schools. This varied somewhat among the different city schools. Boys from about 6-14 years of age were educated at these schools. There were few actual books or scrolls at these schools. Printing did not yet exist. As a result actual written material was very expensive, not something school boys would have possessed. As a result there was a great deal of memory work at Greek schools. All teachers were men. Boys were taken to school by slaves called paidagogos who also helped with their studies. (Our modern word pedagogue, teacher, comes from this ancient Greek word). The boys at school did not have desks. The had pens with a sharp end, for writing on their wax tablets and a rounded end for rubbing out their work for another lesson. The abacus was used in math lessons. Women were not trusted with such an important task. The teachers read out material or lectured to students. The boys did not have paper on whuch they could take notes. They had to menorize. There were wax tablets and rulers to help with writing and math. The curiculum varied from city to city, but there were many common elements. One of the most important was the epic tales of Homer told in poertry. Another important element was leaning to play the lyre. The flute was also played, but the lyre was most important. Teacher had considerable discretion as to what else was taught and how. Subjects included art, athletics-sports, dancing, drama, government, history, mathamatics, music, oration, reading, and writing. The curriculum is notable for its similarity to modern education. The basic difference seems to be the greater emphasis that the Greeks gave to the arts. After their basic education, some boys at about age 14-15 began attended a higher school for an additional 4 years. This varied among city states. Boys from affluent, important families were the mist likely to contiue their education. Less affluent city states were less likely to have developed secondary systems and boys were more likely to complete their educatiins at about 14-5 years of age. The curriculum at the primary and secondary level was similar. One major difference was a grear attention to developing military skills. This basic division of primary and secomdary education is today standard in modern education systems. After they turned 18 years of age, boys became citizens and pledged to defend their city. They began 2 years of compulsory military training and service. After completing their military service, youth from affluent families night attend sports academies. There were no schools for girls in almost all city states. Many girls, however, did learn to read and write at home where they were taught by their mothers ior household slaves. In addition to reading, writing, music, dancing, and other subjects, girls were usually taught cooking and other domestic skills. While diffeences existed, mosrt Greek city states followed this basic approach. And it was the Athenian system of education that served as the basis for the formal Roman educational system which developed in the mid-2nd century BC after the Roman conquest of Greece. The basic outlyer was Sparta which developed a very different education system. Classical studies also dominated Western education and is still influential today.

Prevalence

Greece appears to have been the first ancient society in which the ordinary people were educated. I do not know of any previous or contemprary society in wguch education was as widespread. This goes along with the idea that the population were citizens and not subjects of a monarchial ruler.

Purpose

The purpose of education in Greek city states was to create productive citizens as well as soldiers capable of defending the city in time of war which was fairly common, primarily because of difference between the many competing states. Given the curruculum, there seems to have been an element of personal development so that the individual could appreciate beauty which was seen as part of being human.

Basic System

There was no single Greek education system, but the system with developed in Athens was very influential, affecting the education in other city states. Younger boys were taught at home by their mother or in the case of more affluent families by a slave--almost always a male slave. While at home boys and girls might be taught together. At about age 6 years the boys' formal education began. School was not compulsory in Athens and other Greek city states, but most boys at least attended primary school. Here the primary factor was economics. Boys from poor families might not attend school, especially if they lived in country far from available schools. There were both neighborhood primary schools funded by the state as weand private schools. This varied somewhat among the different city schools. Boys from about 6-14 years of age were educated at these schools. There were few actual books or scrolls at these schools. Printing did not yet exist. As a result actual written material was very expensive, not something school boys would have possessed. As a result there was a great deal of memory work at Greek schools. All teachers were men. Boys were taken to school by slaves called paidagogos who also helped with their studies. (Our modern word pedagogue, teacher, comes from this ancient Greek word). The boys at school did not have desks. The had pens with a sharp end, for writing on their wax tablets and a rounded end for rubbing out their work for another lesson. The abacus was used in math lessons. Women were not trusted with such an important task. The teachers read out material or lectured to students. The boys did not have paper on whuch they could take notes. They had to menorize. There were wax tablets and rulers to help with writing and math. The curiculum varied from city to city, but there were many common elements. One of the most important was the epic tales of Homer told in poertry. Another important element was leaning to play the lyre. The flute was also played, but the lyre was most important. Teacher had considerable discretion as to what else was taught and how. Subjects included art, athletics-sports, dancing, drama, government, history, mathamatics, music, oration, reading, and writing. The curriculum is notable for its similarity to modern education. The basic difference seems to be the greater emphasis that the Greeks gave to the arts. After their basic education, some boys at about age 14-15 began attended a higher school for an additional 4 years. This varied among city states. Boys from affluent, important families were the most likely to contiue their education. Less affluent city states were less likely to have developed secondary systems and boys were more likely to complete their educatiins at about 14-5 years of age. The curriculum at the primary and secondary level was similar. One major difference was a grear attention to developing military skills. This basic division of primary and secomdary education is today standard in modern education systems.

Sparta

The basic outlyer was Sparta which developed a very different education system. The goal of education in Sparta ws to produce superbly conditioned and trained soldier-citizens. The emphasize on philosophy and the arts which was a major part of education in other Greek city states were not a major part of Spartan education. Children were trained to be members of a well-drilled, strictly-disciplined army capable of long, rapid forced marches. Girls were educated separately with a completely different program. Spartan boys left home at an early age. The lived and studied in severely disciplined groups and closely supervised by officers. Their education and training continued until age 18. The program was designed for boys at each age level and made increasingly strenuous physical demands. The boys of Sparta were obliged to leave home at the age of 7 to join sternly disciplined groups under the supervision of a hierarchy of officers. From age 7 to 18, they underwent an increasingly severe course of training. Sparta also had a very distinctive training program for girls. In fact, sharp contrast to other city states, Sparta provided training for girls and not just training in domestic skills a home. The girls at age 6-7 also began school. As for the boys, it was not an academic program. They received strenuous physical training, including running, jumping, throwing the javelin and discus, and wrestling as well as gymnastics. Much less is known about how the girls were trained. Apparently they lived, slept and trained in their sisterhood's barracks. No one knows for sure if the girls were subjected to as harsh a program as the boys.

Citizenship and Military Service

After youths turned 18 years of age, boys became citizens and pledged to defend their city. They began 2 years of compulsory military training and service.

Sports Academies

After completing their military service, youth from affluent families night attend sports academies.

Girls

There were no schools for girls in almost all city states. Here the exception as in many other instances was Sparta. Many Greek girls, however, did learn to read and write at home where they were taught by their mothers ior household slaves. In addition to reading, writing, music, dancing, and other subjects, girls were usually taught cooking and other domestic skills.

Slaves

Slaves constituted a vert substantial part of the population of the ancient Greek city states. We do not know to what extent slave children were educated, if at all. Nor do we know how this varied among the various city states.

Importance

While differences existed, most Greek city states followed the basic approach prevalent in Athens. And it was the Athenian system of education that served as the basis for the formal Roman educational system which developed in the mid-2nd century BC after the Roman conquest of Greece. Classical studies also dominated Western education and is still influential today.