Primitive Education

Introduction
The term education can be applied to primitive cultures only in the sense of enculturation,
which is the process of cultural transmission. A primitive person, whose culture is the totality of
his universe, has a relatively fixed sense of cultural continuity and timelessness
Aims of Primitive Education
The End
The model of life is relatively static and absolute, and it is transmitted from one generation to
another with little deviation. As for prehistoric education, it can only be inferred from
educational practices in surviving primitive cultures.
The purpose of primitive education is thus to guide children to becoming good members of
their tribe or band. Children actually participate in the social processes of adult activities, and
their participatory learning is based upon what the American anthropologist Margaret Mead
has called empathy, identification, and imitation.

The teaching personnel may consist of fully initiated men, often unknown to the initiate though
they are his relatives in other clans. The initiation may begin with the initiate being abruptly
separated from his familial group and sent to a secluded camp where he joins other initiates.
The initiation consists of a whole set of cultural values, tribal religion, myths, philosophy,
history, rituals, and other knowledge

What it has?
Features of Primitive Education
Primitive man's activities were to feed, clothe, shelter and protect himself and those dependent
on him.
Primitive men had relatively narrow social and cultural contacts

Primitive men had relatively narrow social and cultural contacts

The organization of primitive life was tribal, not political

Primitive cultures of reading and writing

First, The basic aim of primitive education was security since the fundamental problem then
was to stay alive, to protect oneself and his family from the destructive forces of nature, both
human and divine. Fear, therefore, was the greatest stimulus for action, and also the earliest
motive for education

The second aim of primitive education was conformity, since this was basic for social security.
Conformity brought together families, clans and tribes so that they could conquer common
dangers.
The basic philosophy of early Chinese education was based on the
writings of Confucius and other Chinese philosophers. The writings of
Confucius dealt with the accumulated wisdom of many hundred
years.
41. 1. Ideological and ethical ( moral) learning- gave stress to the teachings of Confucius
concerning relationships, order, duty, and morality. Five fundamental relationship - between
sovereign and subject - between father and child - between husband and wife - Between older
brother and younger brother - between older friend and younger one
42. Doctrine of submission: - subject to sovereign; - son to father; - wife to husband; - younger
brother to older brother; - younger friend to older one Five cardinal virtues: - benevolence or
universal charity - justice - conformity to established usage - prudence or rectitude of heart and
mind - fidelity or pure sincerity
43. 2. Cultural development- to maintain their cultural patterns and usage. 3. Civil service- to
prepare students to take the state examinations to qualify for higher status in life and for
positions in the government.
44. 1. Ideological and moral education- studied the Confucian relationships, doctrine of
submission, and the cardinal virtues. 2. Language education- The Chinese language has many
characters that represent an idea and these characters had to be mastered or memorized. 3.
Vocational and domestic education- trade skills to be acquired by men and domestic skills by
women. 4. Civic education- for those who would like to serve in government 5. Military
education- for defense and aggression purposes
45. The following books which contained maxims and doctrines of ethical and political nature
had to be mastered in order to be able to hold any official position. - The Shu King or Book of
History - The Shi King or Book of Odes, an outline of poetry - The Yi King or Book of Changes, an
outline of prophecy and augury - Li ki King or Book of Rights, an outline of social etiquette - The
Hsiao King, or Book of Filial Piety
46. The Four Books: - The Ta Hsio or Great Learning - The Chung Yung or Doctrine of the Mean
- The Lun Yu, or Sayings of Confucius - The Meng Tze or Sayings of Mencius. A second Chinese
philosophy for living studied was Taoism, or The Path of Reason attributed to Lao- tse.
47. 1. Home- the locus of learning for the young. 2. Private schools- villages had elementary
private schools 3. House of teacher or rich pupil, a deserted pagoda, any place. There was no
national system of education.
48. 1. Elementary- the child started school at the age of 7. School began at sunrise and ended at
about five in the afternoon with only one hour for luncheon. School sessions were held
throughout the year. 2. Higher education- mainly for preparation for taking the government
examination. a. Lowest examination- honors called Hsiu Ts’ai, similar to the Bachelor of Arts
degree b. Next examination consisted of 3 sessions and each session lasted 3 days- honors
called Chu-jen equivalent to Master of Arts c. Final examination lasted 13 days- honors called
Chin- shih similar to doctoral degree Those who failed became teachers in the elementary
schools.
49. 1. The Confucian Method- outdoor teaching was prevalent 2. Direct and exact imitation 3.
Memorization- the whole time was devoted to memorization. The Chinese characters used in
writing, the Classics, and the Four Books and other learning materials had to be memorized
thoroughly. G. FINANCING The schools were supported by the tuition fees of the pupils.
50. The outstanding contribution of early China to education is the administration of civil
service examinations. This has been adopted by almost all countries of the world today.
51. A. AIMS OF EDUCATION 1. Moral- to develop faithful and obedient servants to God
(Yahweh), to assure harmony and glorious future for God’s chosen people. 2. Preparation for
destiny- instruct each succeeding generation to perform its task faithfully 3. Holiness- to attain
holiness before the eyes of the Lord 4. Observance of religion- to keep stylized observance of
institutionalized religion under the Torah and the Decalogue. Torah- body of rules and
regulations of religious ceremonies, social relationships and domestic customs Decalogue- the
Ten Commandments
52. 1. Religious and civic education- it was integrated. Education was spiritual and theocratic. 2.
Democratic education- education is democratic and universal. It was an obligation for one to
get an education. 3. Domestic education- for future women and wives to be trained in
housekeeping and preparation of food. 4. Vocational education- considered very essential 5.
Human relation- how to treat relatives, strangers, and slaves with respect was taught 6.
Physical education- very little provision

.
Greek education system
1. THE STRUCTURE OF THEEDUCATION SYSTEM INGREECE“Building the cultural bridges of
friendship”2nd EPAL School, Serres GreeceCOMENIUS PROJECT (2012-2013)
2. The structure of the educationsystem in GreeceDimosthenis Georgitzikis
3. Greek education focused heavily on training the entireperson, which included education of
the mind, body, andimagination.Education has always played asignificant role in ancient Greek
life.
4. Many people agree that formal education has its roots inancient Greece with Aristotle,
Socrates and Hippocrates,and then past to other civilizations. They laid downfoundations of
subjects like philosophy, medicine andmathematics that we use in modern times today. The
idea of democracy and free thinking was developedin Athens, thousands of years ago. Its
philosophy hascontinued to influence politics and the world today.
5. In ancient Greece girls learnedskills like weaving from theirmothers. Only boys went
toschool. They started at the ageof seven. The boys learned reading,writing and arithmetic as
wellas poetry and music. TheGreeks also believed thatphysical education was veryimportant so
boys did dancingand athletics.Ancient Greek Education
6. Greece’s Educational System has undergoneseveral effective changes throughout years.Its
last change was in 2000, when senior highschools were split into general lyceums
andtechnological /professional institutions.
7. According to the GreekConstitution, thegovernment is requiredto offer free andmandatory
educationalservices for all childrenages 6 to 15 years (inother words, amandatory 9-
yeareducational system).THE GREEK EDUCATIONAL SYSTEM
8. The structureof the GreekeducationsystemPrimaryEducationAges 3-
12SecondaryEducationAges 12 -18HigherEducationAges 18 -Upper
9. University(18 – 24)Lyceum(15 – 18)Gymnasium(12 – 15 )Primary school (6 – 12)Kindergarten
(4 – 6)Toddlers (2.5 – 4 years old)The structure of the Greek educationalsystem

What were the objectives of education in Ancient Sparta, and how did
education prepare students for their roles in society?
Spartans believed in a life of 'discipline, self denial, and simplicity,' and so the purpose of
education was, simply, to produce an army. When babies were born, soldiers came to check the
child. If it appeared healthy and strong, they would be assigned to a 'brotherhood' or a
'sisterhood,' however if the baby appeared weak and small, the infant would be left to die on a
hillside or taken away to be trained as a slave. It was 'survival of the fittest' in Ancient Sparta.

Boys
Male Spartan children were sent to military school at the age of six or seven. They lived with
their brotherhood.School courses were very hard and painful for boys, and school was
described as a 'brutal training period.'
Between the age of 18 and 20, Spartan males had to pass a fitness test that consisted of fitness,
military ability, and leadership skills. If he didn't pass, he becams a person who had no political
rights and was not even considered a citizen called a perioidos. If he did pass, he would
continue to serve in the military and train as a soldier until he was 60, when the soldier could
retire to live with his family.

Girls
Girls were trained in their sisterhood, and were taught physical education. They also started
school at the age or six or seven. It is unknown as to whether their school was as rough and
hard as the boys', but some historians believe the two schools were very similar in their
objectives, to produce a strong group of women.
At age 18, the Spartan girl also had to pass a fitness test. If she passed, a husband would be
assigned to her, and she would be allowed to go home, however if she failed she would also
become a perioidos. A woman in Sparta things were very different for citizen women than they
were in other Greek cities, where women would stay home most of their lives and be controlled
by their husband. In Sparta, women had a lot of free will and were almost as good fighters as
the men.
What subjects did students take in Ancient Sparta and why?
In ancient Sparta, reading and writing were not very important, so they were taught as a
secondary skill for both boys and girls. Education was very military focused for boys and girls,
so most of the skills they learnt in school were combative and war centered.

The boys learnt survival skills and other skills vital to being a soldier. Because the Spartan
government wanted Spartans to be tough and strong, they weren't given enough food or
clothing, so they were encouraged to steal, but if they were caught they were beaten. That was
the Spartan way: Lie, cheat, steal, and get away with it, or else.

For girls, school was also very similar. They were taught physical education, which included
wrestling, gymnastics, and combat skills. Spartans believed that healthy women would produce
healthy babies. Even though Spartan women never had to join the military or the navy, they
grew up to be very strong and very good with combat skills.

What were the objectives of education in Ancient Athens, and how

did education prepare students for their roles in society?
Athens was the main educational, intellectual and cultural center of Ancient Greece. The main
purpose of education in Ancient Athens was to make citizens trained in the arts, and to prepare
them for both peace and war. It was aimed at the cultivation of the students' physical, mental,
and moral qualities. From Athens we get the motto: A sound mind in a sound body. All schools
were very small private schools, and education was very valued.

Boys
Until age six, boys were taught at home by their mother or a male slave. Age six to 14 was
primary school. The teacher in school was always a male. Once the youths were 16, their 'basic
education' was complete. The boys who didn't have to work could now study the sciences and
philosophy. From the ages of 18 to 20, able bodied young men had to take military trainging for
the army or the navy. Athenians wanted their sons to have a well rounded education so that
they would know a variety of things and appreciate lots of things.

Girls
Girls were taught at home by their mothers or a private tutor. The objective was to prepare
girls for being a stay-at-home mum, to look after and educate their children just as they had
been educated.

What subjects did students take in Ancient Athens and why?

Boys' education in Ancient Athens consisted of three main courses: Grammata , Music, and
Physical Education. Grammata included reading, writing, and arithmetic. The literal translation
of 'grammata' is 'letters.' After the students had learnt their letters, they went onto learning the
words of famous poets such as Homer. The second course, music , consisted of singing, playing
the lyre and the flute, reciting, and musical performance of poetry. Through this students learnt
history, geography, and ethics. The third course, physical education, was when the children
practiced wrestling, jumping, running and throwing of discus and javelin. They also played team
games such as early forms of field hockey and soccer. This was to make their body 'strong and
courageous.' The aim was not to produce athletes, or soldiers like in Sparta, but young men
who were graceful, fit, and attractive, and it was hoped they would develop habits of fitness
that they took with them their whole lives.
Teachers also added whatever else they knew to the school course.
Girls were mostly taught by their mothers in the comfort of their own homes. They learnt
things like motherhood and housekeeping. Girls were also allowed to take part in sports such as
wrestling. This was because parents were afraid girls would be spoiled if they learnt how to
read. In later life, their husband would be the one doing all the work, so he would need the
subjects he did at school, and a girl would stay at home and raise the children, doing
housework. This was how the separate schooling systems for boys and girls worked and fitted
in with what they needed to know for later life. However, some families employed a private
tutor, so some Athenian women were very well educated.

THE ROMAN EDUCATIONAL SYSTEM

2. If the Greek were an idealistic and liberal people, the Romans were a pragmatic and
progressive lot. The Romans did not excel in warfare and politics but also in the fields of
education and sciences.
3. If the Spartans destroyed the family, the Romans, like the Athenians, considered it the basic
social institutions that gives the child his/her first taste of education. In Roman society, the
mother occupied a position equal to that of the father: the mother was treated with the same
respect and dignity as
4. The development of the Roman educational system took place in two great divisions. • Early
Roman Education • Greek Influence on Roman Education
5. EARLY ROMAN EDUCATION 753B.C - 250 B.C The first period of Roman education coincided
with the founding of the city of Rome. Education was carried out largely in the home and
schooling was purely through apprenticeship and hands-on training. Father taught his sons the
duties, rights, and obligations of a man Mother trained her daughters to carry out their
household chores and religious duties
6. Education during this period was characterized as being largely moral while discipline was
rigorous and severe. Studies centered on politics, the law, and oratory. Children were required
to study and learn by heart the fundamental laws of the country as embodied in the Laws of the
Twelve Tables. These laws dealt with a citizen’s civil, religious, political, and military obligations.
7. They constituted the framework of Romans society and embodied the Roman ideals of life
that gave education its concrete ends. The end of this period, the ludus—a primary school—
arose. Majority of Romans sent their young boys to this school to learn reading, writing, and
arithmetic.
8. Greek Influence on Roman Education 250B.C- 146 B.C. The second period was marked by the
start of the Roman’s contact with Greek civilization. Livius Andronicus (285-204 B.C.), a Greek
slave from Southern Italy, translated the Odyssey of Homer into latin. Roman boys used this
work as a textbook in reading and literature. Greek teachers opened private schools attended
only by a few children of the elite class.
9. Romans finally conquered Greece, they robbed Greece of many of her treasured book and
art masterpieces and brought them to Rome. They even took Greek teachers as captives and
forced them to teach the Roman students. In this manner, the Greeks influenced the
philosophy, literature, art, and even the religion of the Romans to some
10. At around 55B. C., Cicero, a prominent and influential Roman educator, published his book
De Oratore in which he advocate the idea that the ability to speak and persuade people was a
supreme importance in a public career and for leadership. The Roman Republic was getting to
be recognized as a mighty empire dominating the known world, the Roman educational system
had become more organized and complete This lasted until the close of the Imperial period
(132 B.C.-A.D. 100) with very few modifications.