2. In the early period of the Roman history,
educational ideals and practices were purely
Roman. In the later period, however, Greek
influence grew more pervasive and
education becomes composite and
cosmopolitan. Rome drew its alphabet from
Greece and certain elements in its religion
and laws were typically Grecian.

3. By extending her political and military power,
Roman people came in contact with other
civilizations especially the Greek, with consequent
widening of their intellectual horizon.

4. Greco-Roman dramatist and epic poet of the Old Latin period. He began as an
educator in the service of a noble family at Rome by translating Greek works
into Latin, including Homer's Odyssey.
LIVIUS ANDRONICUS

5. Elementary School in Rome
The schools established under Greek were all
private I undertakings and attended by children of
the upper class. Classes were held in private
homes, unfrequented nooks, porches of the temple
or other public buildings.

6.  Ludi- from ludus, meaning sport or play,
 Schola- Latin word for school which signifies leisure.

7. CATO THE ELDER
the leader of the opposition in the transition of the native
conservatism of Roman character. He believes that the Greeks were
decadent and he warns his fellow citizens against the Greeks pernicious
influence.

8. Aim
The aim of Roman Education in the cosmopolitan
period was chiefly capability improvement. Linguistic
facility and perfection in public speaking and debate
became the dominant purpose in instruction. Yet at
least at first the purely Roman stress upon moral
character was emphasized; the orator, who was
considered the ideally educated man, was to be the
first vir bonus in his essential qualities and after that a
skilled speaker.

9. Assets and Objectives of Roman character
 The demand for moral character
 The possession of a broad if not deep knowledge
 The development of an ability to speak convincingly
The aim of the Roman-organized school system
was to prepare the student for the life of public affair.

10. Types
Roman education required intelligence, but was
largely practical, with speech training as the
outstanding type. Yet there was a unique quality about
the Roman concept of the function of schools and
learning. In terms of its ultimate goals, and when
carried on at its highest efficiency, the education of the
later period was civic training. It was based apparently
on the needs of a fairly alert public and the demands of
urbanization.

11. Agencies and Organization
 Agencies and Organization
1. Elementary Level- Rome developed the school of
the litterator (teacher of letters). This was the
outgrowth and successor of the earlier ludus and was
attended by both boys and girls from the age of seven
to ten.
2. Secondary Level- They developed the school of
the Grammaticus (teacher of grammar) for boys only
from ten to sixteen. This school was of two types:

12. a. The Greek grammar school- for the study of Greek
grammar and literature
b. The Latin Grammar school - for the study of Latin
grammar and literature

13. The Roman boy attended both, but he should go
to the Greek school first and afterwards attend the
Latin school. For the higher level there was developed
the school of the Rhetor (teacher of rhetoric),
providing a course of two or three years for boys aged
sixteen or older.

14. Athenaeum- center for learning

15. Content
Even in this period, elementary education
included only the rudiments of reading, writing and
calculation. For a time the Twelve Tables continued to
be used as reading texts. In the secondary, grammar
was the chief study. In the higher school the
outstanding study was rhetoric which consisted of
declamation, extemporaneous speaking, and debates
on points of Roman law and moral principles.

16. Methods
 Elementary level- the methods were those of
memorizing and imitation. Material was meager. The
pupils sat upon the floor or upon stones and rested
their tablets on their knees. School hours were long,
lasting from sunrise to sunset.

17.  Secondary level- the method was largely one of
exercise in good literacy and moral habits. Usually
there was intensive drill on the parts of speech, syntax,
inflection, and other grammatical elements

18.  Rhetorical stage/Third level- there was much
declamation of approved passages, attention being
given especially to articulation, modulation, emphasis,
and the like. Frequent debates were arranged in which
the fine distinctions in the Roman law and morality
were stressed.