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Bernardo Gallegos
Page 04 - Part C
Up to about 300 B.C. education had been
entirely in the home, and in the activities of the fields and the State.
It was a period of personal valor and stern civic virtue, in a rather
primitive type of society, as yet but little in contact with the outside
world, and little need of any other type of training had been felt. By the
end of the third century B.C., the influence of contact with the Greek
cities of southern Italy and Sicily (_Magna Graecia_), and the influence
of the extensive conquests of Alexander the Great in the eastern
Mediterranean (334-323 B.C.), had begun to be felt in Italy. By that time
Greek had become the language of commerce and diplomacy throughout the
Mediterranean, and Greek scholars and tradesmen had begun to frequent
Rome. By 303 B.C. it seems certain that a few private teachers had set up
primary schools at Rome to supplement the home training, and had begun the
introduction of the pedagogue as a fashionable adjunct to attract
attention to their schools. These schools, however, were only a fad at
first, and were patronized only by a few of the wealthy citizens. Up to
about 250 B.C., at least, Roman education remained substantially as it had
been in the preceding centuries. Reading, writing, declamation, chanting,
and the Laws of the Twelve Tables still constituted the subject-matter of
instruction, and the old virtues continued to be emphasized.
By the middle of the third century B.C. Rome had expanded its rule to
include nearly all the Italian peninsula (see Figure 16), and was
transforming itself politically from a little rural City-State into an
Empire, with large world relationships. A knowledge of Greek now came to
be demanded both for diplomatic and for business reasons, and the need of
a larger culture, to correspond with the increased importance of the
State, began to be felt by the wealthier and better-educated classes.
Greek scholars, brought in as captured slaves from the Greek colonies of
southern Italy, soon began to be extensively employed as teachers and as
secretaries.
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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