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Bernardo Gallegos
Page 02 - Part F
The teachers were private teachers, and derived their livelihood from
fees. These naturally varied much with the kind of teacher and the wealth
of the parent, much as private lessons in music or dancing do to-day. As
was common in antiquity, the teachers occupied but a low social position
(R. 5), and only in the higher schools of Athens was their standing of any
importance. Greek literature contains many passages which show the low
social status of the schoolmaster. [10] Schools were open from dawn to
dark. The school discipline was severe, the rod being freely used both in
the school and in the home. There were no Saturday and Sunday holidays or
long vacations, such as we know, but about ninety festival and other state
holidays served to break the continuity of instruction (R. 3). The
schoolrooms were provided by the teachers, and were wholly lacking in
teaching equipment, in any modern sense of the term. However, but little
was needed. The instruction was largely individual instruction, the boy
coming, usually in charge of an old slave known as a _pedagogue_, to
receive or recite his lessons. The teaching process was essentially a
telling and a learning-by-heart procedure.
For the earlier years there were two schools which boys attended--the
music and literary school, and a school for physical training. Boys
probably spent part of the day at one school and part at the other, though
this is not certain. They may have attended the two schools on alternate
days. From sixteen to eighteen, if his parents were able, the boy attended
a state-supported _gymnasium_, where an advanced type of physical training
was given. As this was preparatory for the next two years of army service,
the _gymnasia_ were supported by the State more as preparedness measures
than as educational institutions, though they partook of the nature of
both.
Source: THE HISTORY OF EDUCATION, by ELLWOOD P. CUBBERLEY
[ Part A ]
[ Part B ]
[ Part C ]
[ Part D ]
[ Part E ]
[ Part F ]
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