How to educate children to be filial?

First, the education system in ancient Rome

Around the 8th century BC, a tribe in central Italy-Latin tribe, together with other tribes nearby, established the city of Rome at the mouth of the Tiber River and gradually formed a Roman city-state. From the 8th century BC to the end of the 6th century BC, it was called the Roman monarchical era, which was the transitional period of ancient Rome from primitive society to slave society. By 509 BC, this transition was completed, and ancient Rome became a slave country and entered a period of * * * *.

(A) * * * and early education

From 509 BC to the beginning of the 3rd century BC, this period of history is called Rome and its early period. During this period, the struggle of civilians against nobles ran through. After more than 200 years of struggle, the privileges of the old clan nobles were gradually abolished, the class boundaries between the old nobles and the common people gradually disappeared, and the common people gained a certain political status.

The economy in this period was mainly agriculture and animal husbandry, and handicrafts and commerce were underdeveloped. This economic feature determines the characteristics of education in this period.

Family education is the main form of education in this period. Boys are mainly educated by their fathers and girls are mainly educated by their mothers. The methods of education are mainly observation and practice. Father led the boys to work in the fields and took them to participate in various social activities. Through these practical activities, the boys learned to do all kinds of farm work and the skills to participate in all kinds of social activities. Noble children learn to deal with farm management and related judicial issues with their fathers.

At this time, Roman education did not pay enough attention to reading, writing and arithmetic, but attached great importance to religious and moral education, especially the education of traditional virtues, and attached great importance to the education of children's virtues such as filial piety, patriotism, law-abiding, courage, honesty and prudence.

The Romans also attached great importance to sports, but it was also in the family that parents educated their children and there was no special sports school.

Boys 16 years old can serve in the army. Noble children often go to aristocratic families for education.

(B) * * * and beyond education

From the 3rd century BC to the 30th century BC, Rome entered the * * * and later period. During this period, due to the relaxation of internal class struggle and economic development, the national strength became stronger and stronger, so it expanded outward on a large scale. It soon conquered the whole of Italy, then defeated Carthage, a maritime power, completely eliminated Macedonia's power, conquered Greece, and became a big country that started from the Atlantic coast in the west and reached Asia Minor in the east, including Europe, Asia and Africa, and dominated the whole Mediterranean.

Through brutal expansion and plunder, Rome accumulated a lot of wealth and developed rapidly. On the basis of economic development, education in Rome has also developed accordingly.

At that time, Rome was very powerful militarily, but it was far behind Greece in culture. So after the conquest of Greece, the Romans began to absorb a lot of Greek culture. They brought a large number of Greek prisoners of war to Rome and let learned people engage in cultural and educational work. In order to make a living, many Greeks also flocked to Rome, where they opened schools and spread culture. As a result, a school education system with Roman characteristics has gradually formed in Rome.

Primary education children receive primary education from the age of 7 to 12. Schools that implement primary education are called primary schools. In primary schools, children mainly learn the basic knowledge and skills of reading, writing and calculation, and also receive moral education. The primary schools in Rome are very simple, and some schools don't even have formal buildings. They only have classes under simple sheds or even in the open air. There are no desks in general schools, and students can only write with wax boards on their knees. Teachers have low salaries and low status. Primary schools with better conditions are very expensive, and only rich children can afford them. Ordinary aristocrats or wealthy families rarely send their children to primary school, but hire tutors to educate their children at home.

Secondary education Children from aristocratic or wealthy families continue to receive secondary education after completing primary education. Schools that implement secondary education are called grammar schools. Grammar at that time also included literature and language. At first, such schools were completely managed by Greeks, teaching Greek language and literature, and were called Greek law schools. With the development of Latin literature, Latin law schools appeared in BC 1 century, and children had to learn Greek and Latin at the same time. Grammar schools also teach some superficial knowledge such as natural science, mathematics, history and geography. Teaching methods are mainly explanation and dictation, and students' learning methods are mainly recitation.

Roman schools have strict discipline, long classes and corporal punishment. There are holidays, summer holidays, Shennong Festival and Goddess of Wisdom Festival in primary and secondary schools.

In order to hold public office in the future, some children from families with particularly high education level will receive higher education after completing secondary education. Schools that implement higher education are called rhetoric schools. This is a school to train speakers, because oratory (eloquence) was once an important means to engage in political activities and party struggles. The subjects taught in rhetoric school are rhetoric, eloquence, law, mathematics, astronomy, geometry, history, geography, music, ethics and so on. At first, there was only Greek rhetoric school, and by 1 century BC, Latin rhetoric school was also established. The teachers of rhetoric schools are rhetoricians and philosophers in Greece and Rome.

(3) Education in the Imperial Period

From 30 BC, Rome entered the imperial period. In 395 AD, the Roman Empire was divided into two parts: the Western Roman Empire and the Eastern Roman Empire. The Western Roman Empire perished in 476 AD, while the Eastern Roman Empire existed until 1453 AD. When we talk about the education during the imperial period, we mean the education before the division of the Roman Empire.

In the first 200 years after the establishment of the empire, the political situation was relatively stable and the economy was prosperous. This period was the "golden age" of the empire, and culture and education developed accordingly. On the basis of the original Roman culture, the culture of the imperial period absorbed and integrated a large number of ancient Greek culture and oriental culture, formed a splendid ancient Roman culture, and made brilliant achievements in architecture, medicine, agriculture, law, history and literature. However, the achievements of Roman culture are mainly concentrated in applied science, and its achievements in philosophy and basic theory research are far behind those of ancient Greek culture.

The school education system in the imperial period generally followed the old system in the later period, but there were some developments and changes.

Because primary schools mainly recruit civilian children, they can't get the concern of the state, so the development has not changed much.

Some remarkable changes have taken place in grammar schools. In the early days of the empire, the state attached great importance to education, and public schools were established all over the country. Teachers' salaries are paid by the state treasury, so there are grammar schools in almost every town, which is very different from the time when grammar schools were completely run by private enterprises. Another remarkable change is that the study of Latin in grammar schools has gradually replaced the study of Greek, because the value of Latin in the exchange of ideas and cultures is increasing day by day, and finally it completely replaced Greek. However, after the 3rd century AD, that is, in the later period of the Empire, grammar schools became increasingly formalistic in teaching, divorced from life, and the study of practical subjects decreased, which made grammar schools more and more lifeless.

Rhetoric school also developed greatly in the early empire. Due to the state's attention, all provincial capitals have established public rhetoric schools. Teachers' salaries are paid by the state treasury, teachers' appointment and dismissal rights are controlled by the state, and teachers' teaching is supervised by the state. In the early empire, there were many Greek rhetoric schools, but in the late empire, the Latin rhetoric school completely replaced the Greek rhetoric school. With the decline of the empire, after the 3rd century A.D., the teaching of rhetoric schools became more and more formalistic, and the content of eloquence was vague, while the flowery rhetoric and empty form were blindly pursued.

Vocational education in the imperial period also developed to a certain extent, and some private individuals established vocational schools, such as law schools, architectural schools, medical schools, mechanical schools and so on.

Christianity was born in Rome in the 1 th century. In order to spread its teachings, Christianity has carried out some educational activities and established its own schools. The earliest Christian schools were Philosophic Schools, including junior Philosophic Schools and senior Philosophic Schools. At this time, besides Christianity, the dogmatists should also learn some cultural and scientific knowledge.

Second, the educator in ancient Rome

There were some famous educators in ancient Rome, among which Cicero and quintilian were the most famous. The following are introduced separately.

Cicero

Cicero (former 106- former 43) was an outstanding prose writer, talented political activist and famous educator in ancient Rome. He made an important contribution to the education of ancient Rome and was an advocate of eloquence education.

In the book On Eloquence, Cicero not only discusses eloquence itself, but also discusses how to train speakers, so this book is also a book about eloquence education.

What is an orator? Cicero believes that a veritable orator must be able to deliver a speech on any immediate problem, any problem that needs to be expounded by using language art, and deliver a speech in a prescribed mode, properly and prudently, without speech, with appropriate posture.

So how can we become an orator? Cicero believes that an orator should first have extensive knowledge. Because there is no real talent and learning, their language is bound to be artificial, lengthy and unbearable, and their speech language is bound to be empty and naive. Therefore, Cicero advocates that an orator should study a wide range of subjects, such as grammar, rhetoric, arithmetic, geometry, astronomy, music, politics, military affairs, philosophy and so on. And learn relevant knowledge at any time according to the needs of the speech. Besides extensive knowledge, an orator should also have graceful manners and elegant manners.

Cicero attaches great importance to practice and practice in teaching methods. In order to become an orator, we should not only practice our voice, vital capacity and language fluency. And practice writing. Cicero himself is an excellent Latin prose writer, and his beautiful Latin style has been regarded as a model for learning Latin for many centuries.

(2) quintilian

Quintilian (35- 100) was the most accomplished educator and famous orator in ancient Rome. His masterpiece The Principle of Eloquence comprehensively summarizes the educational thoughts and experiences of ancient Greece and Rome, and systematically discusses the educational problems of the younger generation. Quintilian worships Cicero very much, but his achievements in education far exceed Cicero's.

Quentin was born in a small town in Gala Gourisse. At this time, Spain was the cultural center and higher education center of ancient Rome, which produced a large number of outstanding writers, poets and philosophers. Quintillian's father taught eloquence in Rome. As a teenager, quintilian received a good education in a grammar school in Rome. Around 70 AD, the Roman emperor opened two national eloquence schools (rhetoric schools) funded by the state treasury, one of which was a Greek eloquence school and the other was a Latin eloquence school. Quentin was appointed to run the Latin eloquence school. He worked hard in this position for 20 years until he retired. These 20 years of educational work have accumulated rich practical experience in education, which is very helpful for his writing.

Quintilian's educational thought is more comprehensive and systematic than Cicero's. Cicero only discussed the last stage of cultivating an orator, that is, the stage of higher education, while quintilian discussed the whole process from babbling to becoming a qualified orator. In other words, all the educational problems of preschool education, primary education, secondary education and higher education are discussed in his works. He put forward many good ideas about education at all stages.

Quintilian advocates the early start of children's education. He believes that although the young mind can't understand all the contents taught to him, it can at least accept some of them, and can further move towards the road of comprehensive understanding.

Quintilian advocated that education should adapt to the differences of children's talents and teach students in accordance with their aptitude. He said: "accurately observing the differences of students' abilities and figuring out the tendency of each ability are usually reasonably considered as the excellent qualities of teachers;" "Because the type of talent is incredible, the type of mind is as diverse as the type of body." Boyd and King: History of Western Education, People's Education Press, 1985, p. 72.

Quintilian believes that educating children well is the common responsibility of parents, families, schools and society. In view of the bad family education at that time, especially the bad family education in the upper class, quintilian angrily pointed out that moral corruption, bad example and unprincipled connivance and doting of parents and families ruined children's future before they could speak. Children bring corrupt morals to schools, polluting the air in schools, and people in turn accuse schools of corrupting the morals of young people.

Quintilian attaches great importance to moral education. This is also the difference between him and Cicero. Cicero only pays attention to cultivating students' superb eloquence, while quintilian advocates cultivating people who are kind and eloquent. He thinks that an orator must be a kind person. If an orator does not defend justice but evil, eloquence itself will become harmful, and those who teach eloquence will be condemned by the world. He thinks that a noble life is better than the most outstanding eloquence.

Quintilian was an advocate of budding class teaching method at that time. He advocates dividing students into classes, and teachers should teach the whole class at the same time, not individual students. He believes that using this teaching method, not only teachers can teach many students at once, saving time and energy, but also students can be influenced by good examples among their classmates, imitate each other, learn from each other, hold competitions, be encouraged or warned by teachers' praise and criticism of others, and learn social communication skills through interaction between classmates. Of course, the class teaching system advocated by quintilian is rough, but it is still a very valuable idea. However, under the conditions at that time, his idea could not be widely used and developed into a class teaching system. It was not until 1500 years later that Comenius theoretically demonstrated and developed the class teaching system.

Quintilian is firmly opposed to the use of corporal punishment in education. It is very valuable for him to put forward such an idea when corporal punishment was prevalent at that time. His reasons for opposing corporal punishment are still available for our reference. His reasons for opposing corporal punishment are: (1) Corporal punishment is a cruel act and a shame; (2) If reprimand is not enough to correct the child's fault, he will get used to corporal punishment; (3) If you often give positive warnings and strictly supervise your studies, corporal punishment is unnecessary; (4) The use of corporal punishment in childhood, once grown up, intimidation loses its effect and is more difficult to control; (5) Corporal punishment leads to children's depression, depression and depression. See Ren's Selected Translation: Selected Works of Education in quintilian (one of the famous series of foreign education), People's Education Press, 200 1 edition, preface, p. 14 ~ 15.

Quintilian also put forward many good ideas about teachers. He believes that a teacher should have both ability and political integrity, should have rich knowledge, should know the art of teaching, should care about students like parents, and so on. Don't these views seem insightful even today?