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A piece of information about the education of the Ancient people From Wikipedia.org

The development of writingStarting in about 3500 BC, various writing systems were developed in ancient civilizations around the world. In Egypt fully developed hieroglyphs that could be read in rebus fashion were in use at Abydos as early as 3400 BC.^[12] Later, the world's oldest known alphabet was developed in central Egypt around 2000 BC from a hieroglyphic prototype. One hieroglyphic script was used on stone monuments,^[13] other cursive scripts were used for writing in ink on papyrus,^[13] a flexible, paper-like material, made from the stems of ree
ds that grow in marshes and beside rivers such as the River Nile.
The Phoenician writing system was adapted from the Proto-Canaanite script in around the 11th century BC, which in turn borrowed ideas from Egyptian hieroglyphics. This script was adapted by the Greeks. A variant of the early Greek alphabet gave rise to the Etruscan alphabet, and its own descendants, such as the Latin alphabet. Other descendants from theGreek alphabet include the Cyrillic alphabet, used to write Russian, among others.
The Phoenician system was also adapted into the Aramaic script, from which the Hebrew script and also that of Arabic are descended.
In China, the early oracle bone script has survived on tens of thousands of oracle bones dating from around 1400-1200 BC in the Shang Dynasty. Out of more than 2500 written characters in use in China in about 1200 BC, as many as 1400 are identifiable as the source of later standard Chinese characters.^[14]Of several pre-Columbian scripts in Mesoamerica, the one that appears to have been best developed, and the one to be deciphered the most, is the Maya script. The earliest inscriptions which are identifiably Maya date to the 3rd century BC, and writing was in continuous use until shortly after the arrival of the Spanish conquistadores in the 16th century AD.
Other surfaces used for early writing include wax-covered writing boards (used, as well as clay tablets, by the Assyrians), sheets or strips of bark from trees (in Indonesia, Tibet and the Americas),^[15] the thick palm-like leaves of a particular tree, the leaves then punctured with a hole and stacked together like the pages of a book (these writings in India and South east Asia include Buddhist scriptures and Sanskrit literature),^[16] parchment, made of goatskin that had been soaked and scraped to remove hair, which was used from at least the 2nd century BC, vellum, made from calfskin, and wax tablets which could be wiped clean to provide a fresh surface (in Roman times).[edit]History of Formal education in ancient civilizationsIn many early civilizations, education was associated with wealth and the maintenance of authority, or with prevailing philosophies, beliefs, or religion.[edit]The Middle EastIn what became Mesopotamia, the early logographic system of cuneiform script took many years to master. Thus only a limited number of individuals were hired as scribes to be trained in its reading and writing. Only royal offspring and sons of the rich and professionals such as scribes, physicians, and temple administrators, went to school.^[17] Most boys were taught their father's trade or were apprenticed out to learn a trade.^[18] Girls had to stay home with their mothers to learn housekeeping and cooking, and to look after the younger children. Later, when a syllabic script became more widespread, more of the Mesopotamian population became literate. Later still in Babylonian times there were libraries in most towns and temples; an old Sumerian proverb averred that "he who would excel in the school of the scribes must rise with the dawn." There arose a whole social class of scribes, mostly employed in agriculture, but some as personal secretaries or lawyers.^[19] Women as well as men learned to read and write, and for the Semitic Babylonians, this involved knowledge of the extinct Sumerian language, and a complicated and extensive syllabary. Vocabularies, grammars, and interlinear translations were compiled for the use of students, as well as commentaries on the older texts and explanations of obscure words and phrases. Massive archives of texts were recovered from the archaeological contexts of Old Babylonian scribal schools, through which literacy was disseminated. The Epic of Gilgamesh, an epic poem from Ancient Mesopotamia is among the earliest known works of literary fiction. The earliest Sumerian versions of the epic date from as early as the Third Dynasty of Ur (2150-2000 BC) (Dalley 1989: 41-42).
Ashurbanipal (685 – c. 627 BC), a king of the Neo-Assyrian Empire, was proud of his scribal education. His youthful scholarly pursuits included oil divination, mathematics, reading and writing as well as the usual horsemanship, hunting, chariotry, soldierliness, craftsmanship, and royal decorum. During his reign he collected cuneiform texts from all over Mesopotamia, and especially Babylonia, in the library in Nineveh, the first systematically organized library in the ancient Middle East,^[20] which survives in part today.
In ancient Egypt, literacy was concentrated among an educated elite of scribes. Only people from certain backgrounds were allowed to train to become scribes, in the service of temple, pharaonic, and military authorities. The hieroglyph system was always difficult to learn, but in later centuries was purposely made even more so, as this preserved the scribes' status. The rate of literacy in Pharaonic Egypt during most periods from the third to first millennium BC has been estimated at not more than one percent,^[21] or between one half of one percent and one percent.^[22]One thousand years later, in ancient Israel and Judah a basic education eventually became more widespread. The Torah (the fundamental religious text) includes commands to read, learn, teach and write the Torah, thus requiring literacy and study. In 64 AD the high priest caused public schools to be opened in every town and hamlet for all children above six or seven years of age (Babylonian Talmud, Bava Batra 21a).^[23] The expense was borne by the community, and strict discipline was observed. Raba fixed the number of pupils at twenty-five for one teacher; if the number was between twenty-five and forty an assistant teacher was necessary; and for over forty, two teachers were required.^[23] The standard education texts were all hand-written until the invention of printing. However significant emphasis was placed on developing good memory skills in addition to comprehension by practice of oral repetition. For details of the subjects taught, see History of education in ancient Israel and Judah. Although girls were not provided with formal education in the yeshivah, they were required to know a large part of the subject areas to prepare them to maintain the home after marriage, and to educate the children before the age of seven. Despite this schooling system, it would seem that many children did not learn to read and write, because it has been estimated that at least 90 percent of the Jewish population of Roman Palestine in the first centuries AD could merely write their own name or not write and read at all,^[24] or that the literacy rate was about 3 percent.^[25][edit]IndiaIn ancient India, during the Vedic period from about 1500 BC to 600 BC, most education was based on the Veda (hymns, formulas, and incantations, recited or chanted by priests of a pre-Hindu tradition) and later Hindu texts and scriptures.
Vedic education included: proper pronunciation and recitation of the Veda, the rules of sacrifice, grammar and derivation, composition, versification and meter, understanding lalala of secrets of nature, reasoning including logic, the sciences, and the skills necessary for an occupation.^[26] Some medical knowledge existed and was taught. There is mention in the Veda of herbal medicines for various conditions or diseases, including fever, cough, baldness, snake bite and others.^[26]Education, at first freely available in Vedic society, became over time more discriminatory as the caste system, originally based on occupation, evolved, with the brahman (priests) being the most privileged of the castes.^[26]The oldest of the Upanishads - another part of Hindu scriptures - date from around 500 BC. These texts encouraged an exploratory learning process where teachers and students were co-travellers in a search for truth. The teaching methods used reasoning and questioning. Nothing was labeled as the final answer.^[26]The Gurukul system of education supported traditional Hindu residential schools of learning; typically the teacher's house or a monastery. Education was free, but students from well-to-do families paid "Gurudakshina," a voluntary contribution after the completion of their studies. At the Gurukuls, the teacher imparted knowledge of Religion, Scriptures, Philosophy,Literature, Warfare, Statecraft, Medicine, Astrology and History. The corpus of Sanskrit literature encompasses a rich tradition of poetry and drama as well as technical scientific,philosophical and generally Hindu religious texts, though many central texts of Buddhism and Jainism have also been composed in Sanskrit.
Two epic poems formed part of ancient Indian education. The Mahabharata, part of which may date back to the 8th century BC,^[27] discusses human goals (purpose, pleasure, duty, and liberation), attempting to explain the relationship of the individual to society and the world (the nature of the 'Self') and the workings of karma. The other epic poem, Ramayana, is shorter, although it has 24,000 verses. It is thought to have been compiled between about 400 BC and 200 AD. The epic explores themes of human existence and the concept of dharma.^[27]An early center of learning in India dating back to the 5th century BC was Taxila (also known as Takshashila), which taught the three Vedas and the eighteen accomplishments.^[28] It was an important Vedic/Hindu^[29] and Buddhist^[30] centre of learning from the 6th century BC^[31] to the 5th century AD.^[32] [33][edit]ChinaDuring the Zhou Dynasty (1045 BC to 256 BC), there were five national schools in the capital city, Pi Yong (an imperial school, located in a central location) and four other schools for the aristocrats and nobility, including Shang Xiang. The schools mainly taught the Six Arts: rites, music, archery, charioteering, calligraphy, and mathematics. According to the Book of Rituals, at age twelve, boys learned arts related to ritual (i.e. music and dance) and when older, archery and chariot driving. Girls learned ritual, correct deportment, silk production and weaving.^[34][35]It was during the Zhou Dynasty that the origins of native Chinese philosophy also developed. Confucius (551 BC – 479 BC) founder of Confucianism, was a Chinese philosopher who made a great impact on later generations of Chinese, and on the curriculum of the Chinese educational system for much of the following 2000 years.
During the Han Dynasty (206 BC- 221 AD), boys were thought ready at age seven to start learning basic skills in reading, writing and calculation.^[34]In 124 BC, the Emperor Wudi established the Imperial Academy, the curriculum of which was the Five Classics of Confucius. By the end of the Han Dynasty (220 AD) the Academy enrolled more than 30,000 students, boys between the ages of fourteen and seventeen years. However education through this period was a luxury.^[35]Later, during the Ch'in dynasty (246-207 BC), a hierarchy of officials was set up to provide central control over the outlying areas of the empire. To enter this hierarchy, both literacy and knowledge of the increasing body of philosophy was required: "....the content of the educational process was designed not to engender functionally specific skills but rather to produce morally enlightened and cultivated generalists".^[36] The Nine rank system was a civil service nomination system during the Three Kingdoms (220-280 AD) and the Southern and Northern Dynasties (420-589 AD) in China. Theoretically, local government authorities were given the task of selecting talented candidates, then categorizing them into nine grades depending on their abilities. In practice, however, only the rich and powerful would be selected. The Nine Rank System was eventually superseded by the Imperial examination system for the civil service in the Sui Dynasty (581-618 AD)[edit]The Greek and Roman EmpiresIn the city-states of ancient Greece, most education was private, except in Sparta. For example, in Athens, during the 5th and 4th century BC, aside from two years military training, the state played little part in schooling.^[37][38] Anyone could open a school and decide the curriculum. Parents could choose a school offering the subjects they wanted their children to learn, at a monthly fee they could afford.^[37] Most parents, even the poor, sent their sons to schools for at least a few years, and if they could afford it from around the age of seven until fourteen, learning gymnastics (including athletics, sport and wrestling), music (including poetry, drama and history) and literacy.^[37][38] Girls rarely received formal education. At writing school, the youngest students learned the alphabet by song, then later by copying the shapes of letters with a stylus on a waxed wooden tablet. After some schooling, the sons of poor or middle class families often learnt a trade by apprenticeship, whether with their father or another tradesman.^[37] By around 350 BC, it was common for children at schools in Athens to also study various arts such as drawing, painting, and sculpture. The richest students continued their education by studying with sophists, from whom, they could learn subjects such as rhetoric, mathematics, geography, natural history, politics, and logic.^[37][38] Some of Athens' greatest schools of higher education included the Lyceum (the so-called Peripatetic schoolfounded by Aristotle of Stageira) and the Platonic Academy (founded by Plato of Athens). The education system of the wealthy ancient Greeks is also called Paideia. In the subsequent Roman empire, Greek was the primary language of science. Advanced scientific research and teaching was mainly carried on in the Hellenistic side of the Roman empire, in Greek.
The education system in the Greek city-state of Sparta was entirely different, designed to create warriors with complete obedience, courage, and physical perfection. At the age of seven, boys were taken away from their homes to live in school dormitories or military barracks. There they were taught sports, endurance and fighting, and little else, with harsh discipline. Most of the population was illiterate.^[37][38]The first schools in Ancient Rome arose by the middle of the 4th century BC.^[39] These schools were concerned with the basic socialization and rudimentary education of young Roman children. The literacy rate in the 3rd century BC has been estimated as around one percent to two percent.^[40] We have very few primary sources or accounts of Roman educational process until the 2nd century BC,^[39] during which there was a proliferation of private schools in Rome.^[40] At the height of the Roman Republic and later the Roman Empire, the Roman educational system gradually found its final form. Formal schools were established, which served paying students (very little in the way of free public education as we know it can be found).^[41] Normally, both boys and girls were educated, though not necessarily together.^[41] In a system much like the one that predominates in the modern world, the Roman education system that developed arranged schools in tiers. The educator Quintilian recognized the importance of starting education as early as possible, noting that “memory … not only exists even in small children, but is specially retentive at that age”.^[42] A Roman student would progress through schools just as a student today might go from elementary school to middle school, then to high school, and finally college. Progression depended more on ability than age^[41] with great emphasis being placed upon a student’s ingenium or inborn “gift” for learning,^[43] and a more tacit emphasis on a student’s ability to afford high-level education. Only the Roman elite would expect a complete formal education. A tradesman or farmer would expect to pick up most of his vocational skills on the job. Higher education in Rome was more of a status symbol than a practical concern.
It has been argued that literacy rates in the Greco-Roman world were seldom more than 20 percent; averaging perhaps not much above 10 percent in the Roman empire, though with wide regional variations, probably never rising above 5 percent in the western provinces,^[44] and that the literate in classical Greece did not much exceed 5 percent of the population.^[45] Greece did not have a lot of schools.