I.

EGYPTIAN

A. INTRODUCTION

The educational system in Egypt was administered and controlled by the intellectual priests in the
theocratic form of government who prevent the multiplicity of culture. The core curriculum
comprised of science, mathematics, medicine, geometry, and humanities that were in the hands
of the Egyptian priests who taught in formal schools.

There were two types of formal schools for the privileged youth: one for the scribes, the other for
the priest trainees.

The ancient Egyptians have schools which were exclusively for males who were training to be
scribes and officials for the priesthood or civil administration. The royal family had their own
special tutors while the ordinary people were educated at home. Usually, a son receives training
in the professional secrets of his father’s trade or craft.

B. AGE FOR EDUCATION

When a child reached the age of five, he enters the learning center for writing and continues his
studies in reading until he reach the age of sixteen or seventeen. The learner, at the age of
thirteen or fourteen, would undergo practical training in offices for which they were being
prepared.

C. METHODS OF INSTRUCTION:

1. Dictation
2. Memorization
3. Imitation and repetition of stories

Methods of instruction and discipline were very strict in order to achieve the same cultural
formation and transmission. Any willful deviation from the Egyptian culture was strictly forbidden.
Exercises and role memorization were the typical methods of instruction.

Dictation, memorization and copying of texts were the chief methods. Imitation and repetition of
stories, myths and legends perpetuated their culture. Observation and participation occurred in
certain subjects. Internship or apprenticeship was common in vocational levels while practice was
rigid for inculcation of religious and moral precepts.

D. SUBJECTS/CURRICULUM:

The subjects taught at school were chiefly reading, writing and arithmetic. These were essential
not only for priests and artists but also for government officials who dealt with the complicated tax
system.

1. Reading
2. Writing
• Good handwriting was considered essential and copy practice was set regularly
for this purpose.
• Writing was practiced on cheap materials until the budding scribe could be
trusted with papyrus.
• Young artists and scribes would begin on pieces of limestone picked up in the
desert or shards of broken pottery from the village rubbish tip.
 Some of the Egyptian Hieroglyphs

It is a formal writing system used by the ancient Egyptians that contained a

combination of logographic and alphabetic elements. Egyptians used cursive
hieroglyphs for religious literature on papyrus and wood.

3. Arithmetic/Geometry
4. Science/Medicine

Lessons began early in the morning before the heat of the day and finished by noon.
Punishments were much the same as today with 'lines' being given regularly. This, in many
cases, meant copying out classic stories of the time. For idleness the chief punishment was a
good beating, which teachers seem to have administered with some relish.

While most women trained for motherhood and on how to be a good wife, some girls could train
to be dancers, entertainers, weavers, or bakers. Only the daughters of wealthy nobles received
an education in reading or writing. The majority of Egyptian women were trained at home by their
own mothers.

II. GREEK

The most famous period of ancient Greek civilization is the Classical Era, which lasted from about
480-323 B.C. Ancient Greece is known as the cradle of Western civilization. During this epoch
(memorable event or date), ancient Greeks reached their highest prosperity and produced
astounding cultural accomplishments.

There were many city-states but two of these rose above all others - Sparta and Athens. One was
a totalitarian soldier state and discipline reigned as the highest good and the other was a free-
functioning political entity whose citizens enjoyed self-expression. The difference between the two
modes of living put its mark upon the theory and practice of their education.

SPARTANS
PURPOSE - To produce a well-drilled, well-
disciplined and marching army.
Spartan education aimed to
develop the capacities of men
only for war. Trained to conform,
Spartan citizens were prepared to
defend themselves and their
ATHENIANS
- To produce citizens trained in
the arts of both peace and
war.
Athenian education aimed to
develop individual excellence
which means a full-rounded
development of mind and body
 country at all times.
AGE FOR EDUCATION - Spartan boys were
sent to military school at
age 6 or 7.
- They lived, trained
and slept in the barracks of
their brotherhood.
- At school, they were
taught survival skills and
other skills necessary to be
a great soldier. School
courses were very hard
and often painful. Although
students were taught to
read and write, those skills
were not very important to
the ancient Spartans.
CORPORAL They were subjected to strict
PUNISHMENT discipline and harsh physical
punishment; indeed, they were
taught to take pride in the amount
of pain they could endure.
Discipline was cruel and very
harsh. Even inattention, lack of
awareness and moral delinquency
were punished.
CURRICULUM 1. Wrestling
2. Gymnastics
3. Combat Skills
4. Reading
5. Writing
The Spartan curricula consisted of
military exercises and practices
essential to a life of devotion and
service to the state. The state
provided for the complete control
of the training of children which
began at birth.
The typical Spartan may or may
not have been able to read. But
reading, writing, literature, and the
arts were considered unsuitable
and public usefulness, the
ability to take active part in the
business of state. Athenians
sought beauty and grace of
body, knowledge and things of
the spirit. The idea of
manhood embraced external
and internal beauty and
dancing were taught to
develop personality and
enable the intellect.
- Until age 6, boys were
taught at home by
their mothers or by a
male slave.
- Elementary schooling
from age 6- 14
-
Discipline was severe and
corporal punishment was used
extensively.
1. Calisthenics
2. Sports (running,
jumping, boxing,
wrestling, and discus
and javelin throwing)
3. Play musical
instrument (lyre and
singing)
4. Math
5. Reading
6. Writing
7. Literature
8. Military Skills and civil
virtues
 for the soldier-citizen and were
therefore not part of his education.
Music and dancing were a part of
that education, but only because
they served military ends.
METHODS OF Education in Sparta was achieved Much of the learning was by
TEACHING by training rather than by school imitation, usually of a living
instruction. Learning was model. Readings were
facilitated by activities and memorized. Most of the
ceremonies led by elders and education came from
military leaders. participation.

III. ROMAN

A. INTRODUCTION

Ancient Roman education was largely inspired by the Greek educational practices. Education
gained importance during the late Roman Republic and the early Roman Empire. Ancient Roman
education practices made a great impact in the field of education.

B. PURPOSE OF EDUCATION

The aim of early Roman education was the development of the vir bonus – the good citizen, the
good soldier, the good worker.

Vir bonus – is a man who possessed all the virtues essential for the exercise of his rights and the
discharge of his duties and obligations.

C. AGE FOR EDUCATION

A child’s education, physical and moral, began at home under the strict supervision of his or her
parents. The ancient Roman education aimed at transforming a child into a strong, healthy,
religious and responsible citizen. Education imparted to a child taught him the laws of obedience,
modesty of speech, intelligence and self-reliance. The children were also taught about the virtue
and importance of being educated.

The girls were trained by their mothers to cook, spin and weave. A girl child was also taught how
to read and write. While a boy was taught by his father to plough, sow seeds in the fields and also
to reap the crop at the time of harvest. Apart from this, he was also taught to swim and the art of
boxing and fencing. As he grew up, he was imparted the knowledge necessary for running a
household. Like the girls, the boys were also taught to read and write. Unlike the girls, they were
taught the laws pertaining to the ancient Roman culture.

D. CONDUCT OF CLASSES

The schools started at dawn and continued till dusk with a short interval in between for lunch. The
young children were not given books; the lessons were learnt by heart. Basic mathematics was
taught using abacus. The children used wax tablets and stylus for writing. When the student
became proficient in the art of writing, he was provided with papers made using ancient Egyptian
technology. A quill was used as a pen and ink was made from a mixture of gum, soot and ink of
an octopus. Ludi did not deal with many subjects.

After completing the primary education girls were not provided with advanced education. It was
only meant for boys. The reason is, the girls were married-off at the age of twelve while the boys
were allowed to marry only at the age of fourteen. The boys did specific studies on topics like
medicine, public speaking and also read the literary works of the scholars like Cicero. They also
learned Greek grammar and literature along with music and astronomy. The ancient Romans also
imparted the art of public speaking and persuasion to the grown-up children. This art was known
as rhetoric.

E. CURRICULUM

The curriculum of Roman Education remained as the “Seven Liberal Arts.”

1. Grammar – the study of the rules governing the use of language

2. Logic – the study of correct reasoning
3. Rhetoric – the study of using language effectively and persuasively
4. Geometry – the mathematics of the properties, measurement, and relationships of
points, angles, surfaces, and solids
5. Arithmetic – the mathematics of integers, rational numbers, real number or complex
numbers under addition, subtraction, multiplication and division
6. Astronomy – the scientific study of matter in outer space, especially the positions,
dimensions, distribution, motion, composition, energy and evolution of celestial bodies
7. Music – the study of sound and melody

Education gained importance during the rule of Roman Republic and attained its glory and final
form in the early Roman Empire. Ancient Romans respected knowledge and education. Both the
boys and girls were educated either by their parents or by special teachers.

IV. JEWISH AND UNDER JESUS CHRIST

Education is compulsory for 11 years and free for all children below 5 and 15 years of age. A
state education law of 1953 put an end to the separate elementary school systems affiliated with
labor and religious groupings, and established a unified state-administered system, within which
provision was made for state religious schools. Four types of schools exist: public religious
(Jewish) and public secular schools (the largest group); schools of the orthodox Agudat Israel
(which operated outside the public school system but were assisted with government funds);
public schools for Arabs; and private schools, mainly operated by Catholic and Protestant
organizations. The language of instruction in Jewish schools is Hebrew; in Arab schools it is
Arabic. Arabic is taught as an optional language in Jewish schools, while Hebrew is taught in
Arab schools from the fourth grade.