Roman Empire
Education

Traditional Roman education was moral and practical. Stories were meant to instil Roman values (mores maiorum). Parents were expected to act as role models, and working parents passed their skills to their children, who might also enter apprenticeships. Young children were attended by a pedagogue, usually a Greek slave or former slave, who kept the child safe, taught self-discipline and public behaviour, attended class and helped with tutoring.

Formal education was available only to families who could pay for it; lack of state support contributed to low literacy. Primary education in reading, writing, and arithmetic might take place at home if parents hired or bought a teacher. Other children attended "public" schools organized by a schoolmaster (ludimagister) paid by parents. Vernae (homeborn slave children) might share in-home or public schooling. Boys and girls received primary education generally from ages 7 to 12, but classes were not segregated by grade or age. Most schools employed corporal punishment. For the socially ambitious, education in Greek as well as Latin was necessary. Schools became more numerous during the Empire, increasing educational opportunities.

At the age of 14, upperclass males made their rite of passage into adulthood, and began to learn leadership roles through mentoring from a senior family member or family friend. Higher education was provided by grammatici or rhetores. The grammaticus or "grammarian" taught mainly Greek and Latin literature, with history, geography, philosophy or mathematics treated as explications of the text. With the rise of Augustus, contemporary Latin authors such as Virgil and Livy also became part of the curriculum. The rhetor was a teacher of oratory or public speaking. The art of speaking (ars dicendi) was highly prized, and eloquentia ("speaking ability, eloquence") was considered the "glue" of civilized society. Rhetoric was not so much a body of knowledge (though it required a command of the literary canon) as it was a mode of expression that distinguished those who held social power. The ancient model of rhetorical training—"restraint, coolness under pressure, modesty, and good humour" —endured into the 18th century as a Western educational ideal.

In Latin, illiteratus could mean both "unable to read and write" and "lacking in cultural awareness or sophistication". Higher education promoted career advancement. Urban elites throughout the Empire shared a literary culture imbued with Greek educational ideals (paideia). Hellenistic cities sponsored schools of higher learning to express cultural achievement. Young Roman men often went abroad to study rhetoric and philosophy, mostly to Athens. The curriculum in the East was more likely to include music and physical training. On the Hellenistic model, Vespasian endowed chairs of grammar, Latin and Greek rhetoric, and philosophy at Rome, and gave secondary teachers special exemptions from taxes and legal penalties. In the Eastern Empire, Berytus (present-day Beirut) was unusual in offering a Latin education, and became famous for its school of Roman law. The cultural movement known as the Second Sophistic (1st–3rd century AD) promoted the assimilation of Greek and Roman social, educational, and esthetic values.

Literate women ranged from cultured aristocrats to girls trained to be calligraphers and scribes. The ideal woman in Augustan love poetry was educated and well-versed in the arts. Education seems to have been standard for daughters of the senatorial and equestrian orders. An educated wife was an asset for the socially ambitious household.
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