Abstract: The transformation of ancient Rome from a small state on the banks of the Tiber River in Italy to a large empire spanning Europe, Asia and Africa is inseparable from its pragmatic and outstanding national spirit. The shaping and inheritance of national spirit are crucial to a country, and family education plays a role that cannot be ignored. This article attempts to deepen the understanding of the national spirit of ancient Rome through a preliminary discussion of early family education in ancient Rome, thereby providing some historical enlightenment for the development of modern education.
Keywords: Ancient Roman family education
CLC number: G420 Document identification code: A Article number: 1672-3791(2012)06(a)-0199-02< /p>
The history of ancient Rome is generally divided into three periods: the royal period, the peaceful period and the imperial period. In the 19th century and early period (6th century BC to 3rd century BC), family education was the main body, and the sporadic school education did not play a big role at this time. Therefore, this article mainly analyzes and initially discusses the situation of family education in early ancient Rome, and hopes to have an impact on family education in the modern world through this article.
From the perspective of education subjects: parents bear the main educational responsibilities. Ancient Rome was known for its patriarchal system. This may be related to the ancestor worship and pious concept of god worship of this nation. Gaius described the "typical Romans": "Almost no other people can exercise as much power over their children as we do." The first written law of ancient Rome - the "Twelve Tables of Bronze" also has " The provisions of "patriarchal law" strongly prove the absolute authority of ancient Roman fathers over their children. The Romans were good at seizing the best period of education when children were young, and attached great importance to the selection of nannies and servants (Paedagogis translated in "Selected Works on Education by Quintilian" and translated by Ren Zhongyin), so as to help children develop their ears. Vivid and healthy growth. Quintilian gave parents careful advice on choosing their servants: "The servants should be really well-educated or self-aware. For the worst thing is for someone who has only learned a few letters and thinks he is a learned person. . . . He is arrogant and sometimes cruel enough to mislead others with his stupid qualifications 2. "This will lead to biased moral concepts in children. Therefore, parents who value education are very concerned about the choice of their children's nannies and tutors. In addition, in Roman family education, there were differences in the educational attitudes of fathers and mothers. Seneca described it this way: "Have you not noticed that parents have different ways of showing love? Fathers wake their children up from their deep sleep and let them start studying and exercising early, even during holidays. They are lazy, and the father's education makes the children sweat and even cry, but the mother hugs her children and hopes that they will never cry or work hard and be happy forever. 3 p> From the perspective of educational content: pragmatic skills and civic ethics education are the core content.
The mother is responsible for the upbringing and education before the age of 7. Girls learned from their mothers how to perform women's rituals, such as making fire, drawing water, cooking, spinning and sewing clothes. These skills were all skills that Roman girls had to master. For a long time, these skills were passed down from mother to daughter from generation to generation. According to legend, it became an important part of Roman family education. Well-educated women are considered to be role models for women in antiquity and period, especially women from wealthy or aristocratic families who received a relatively complete education, such as Cornelia, the mother of the Gracchi brothers. ), Plutarch described: "She was well educated, widely read, could play the lyre, was also good at mathematics, and had original insights in philosophical discussions. She was versatile."; Gaius's Daughter Laelia, it is said that she inherited and developed her father's elegant way of speaking and formed her own style4. There are also some talented women who try to write some popular sketches, such as the talented girl Sulpicia in the Augustus period. In the collection of poems Tibullus, six touching laments written by her are collected. poetry.
As for the education of boys, the father is responsible for it. The father taught his children some simple business transactions and "reading, writing, and arithmetic" knowledge related to arithmetic, weighing, and measuring. Equally important as these is the education of children's civic moral qualities. It is the father's responsibility to train them to become people who have hard work, obedience, firm belief, and are prepared to sacrifice for their family and country.5 The child learns from his father the thoughts, etiquette and moral qualities of reverence for gods, respect for parents, loyalty, bravery and patriotism. When his father teaches his family, punishes slaves, makes speeches or debates, he must listen and serve as his father's sacrifice. Through the words and deeds of father-son-master-disciple, deacons cultivated qualified citizens with the Roman national spirit and noble qualities. The father also taught his son to learn the "Twelve Tables of Bronze", and every boy must learn to sing it from an early age, just like singing primitive war hymns to praise his ancestors.
Parents’ educational attainment and emphasis on education determine the quality of family education. The old Cato introduced by Plutarch in "The Lives of Famous People" can be called a model of Roman fathers. Take a look at his way of raising children: “When his son showed signs of enlightenment, Cato himself taught him to read and write. Although he was already accompanied by Chilon, a slave who was proficient in grammar and very experienced, Cato did not want his son to be criticized by his slaves. He did not want to hand over such a cherished matter of education to a slave, so he personally served as his son's reading, law teacher and sports coach. He not only taught his son to throw javelins, control horses, and fight with armor, but also taught him how to He endured the severe cold and heat, and learned to swim in the rushing river. He wrote books with his own hands so that his son could become familiar with the ancient customs and traditions of the society. He was as cautious in front of his son as he was in front of a holy virgin, and never used inappropriate words. Word 6. "
From the perspective of educational methods: use both corporal punishment and games. Although the modern education system strongly opposes it, it is undeniable that corporal punishment played a certain role in ancient Roman family education. Dionysios tells us in Chapter 26 of Volume 2 of "History of Rome": "The legislation of ancient Rome gave the father absolute and lifelong power over his son. The father had the right to imprison and whip his son to enslave him. Working on the farm, he even has the power of life and death. Even if his son has already participated in politics, has achieved some success, and has gained a reputation, the father can still exercise the above-mentioned power. 7 "Seneca (Seneca) in "Controversiae". A grandfather was mentioned in the book who said, "If his grandson was beaten for naughtiness or inappropriate behavior, no one would question him." In ancient Rome, although there were some voices against corporal punishment, there were very few responders. Seneca defended children who were physically punished by saying that they did not yet understand what they were being punished for—a common defense for children. 9 Quintilian, an educator in the early empire, strongly opposed corporal punishment. He loudly declared: "No one is allowed to abuse authority for children who are so fragile and unable to resist abuse. 10" He believed that corporal punishment would cause physical and mental trauma to children. Plutarch also opposed corporal punishment. He said in "On Children's Education": "Children must be encouraged to learn in an encouraging and reasonable way, and whipping or any other humiliating punishment must not be used to force them to learn." Until* At the end of the war and in the early days of the empire, due to changes in social systems and customs, particularly severe corporal punishment became less common.
Games played a certain importance in Roman family education. The ancient Romans had realized the role of games in developing children's intelligence and promoting healthy physical and mental development. Quintilian attached great importance to and approved of moderate games. He said: "I agree that children love games, which is a sign of lively nature; how can you make me believe that those who are dull, numb, listless, and even those who are not suitable for that age should How can children who are both excited and silent be enthusiastic about learning [12]? "Since ancient times, children's play and entertainment have been roughly the same. Roman children initially played with necklaces made of small statues, as well as toys with images of axes, swords, scissors, harpoons, etc. They also liked to play games such as hide-and-seek, blindfolded guessing, and pretending to be soldiers13. Boys often play various ball games in the courtyard or against the wall, or with sticks and paddles; while girls' favorite toys are various dolls, and they also like to play the game of throwing animal bones. In addition, board games are also very popular.