page_title: Roman Empire
section_title: Secondary education
hierarchical_section_title: Roman Empire / Literacy, books, and education / Secondary education
caption_attribution_description: English: Plato’s Academy mosaic — from the Villa of T. Siminius Stephanus in Pompeii.
context_page_description: The Roman Empire was the post-Republican period of ancient Rome. As a polity it included large territorial holdings around the Mediterranean Sea in Europe, Northern Africa, and Western Asia ruled by emperors. From the accession of Caesar Augustus to the military anarchy of the third century, it was a principate with Italy as metropole of the provinces and the city of Rome as sole capital. Although fragmented briefly during the military crisis, the empire was forcibly reassembled, then ruled by multiple emperors who shared rule over the Western Roman Empire and over the Eastern Roman Empire. Rome remained the nominal capital of both parts until 476 AD, when the imperial insignia were sent to Constantinople, following the capture of Ravenna by the barbarians of Odoacer and the subsequent deposition of Romulus Augustus. The fall of the Western Roman Empire to Germanic kings, along with the hellenization of the Eastern Roman Empire into the Byzantine Empire, conventionally marks the end of Ancient Rome and the beginning of the Middle Ages.
  The predecessor state of the Roman Empire, the Roman Republic became severely destabilized in a series of civil wars and political conflicts.
context_section_description: At the age of 14, upperclass males made their rite of passage into adulthood, and began to learn leadership roles in political, religious, and military life through mentoring from a senior member of their family or a family friend. Higher education was provided by grammatici or rhetores. The grammaticus or "grammarian" taught mainly Greek and Latin literature, with history, geography, philosophy or mathematics treated as explications of the text. With the rise of Augustus, contemporary Latin authors such as Vergil and Livy also became part of the curriculum. The rhetor was a teacher of oratory or public speaking. The art of speaking (ars dicendi) was highly prized as a marker of social and intellectual superiority, and eloquentia ("speaking ability, eloquence") was considered the "glue" of a civilized society. Rhetoric was not so much a body of knowledge (though it required a command of references to the literary canon) as it was a mode of expression and decorum that distinguished those who held social power. The ancient model of rhetorical training—"restraint, coolness under pressure, modesty, and good humour"—endured into the 18th century as a Western educational ideal.
  In Latin, illiteratus (Greek agrammatos) could mean both "unable to read and write" and "lacking in cultural awareness or sophistication." Higher education promoted career advancement, particularly for an equestrian in Imperial service: "eloquence and learning were considered marks of a well-bred man and worthy of reward". The poet Horace, for instance, was given a top-notch education by his father, a prosperous former slave.
  Urban elites throughout the Empire shared a literary culture embued with Greek educational ideals (paideia). Hellenistic cities sponsored schools of higher learning as an expression of cultural achievement. Young men from Rome who wished to pursue the highest levels of education often went abroad to study rhetoric and philosophy, mostly to one of several Greek schools in Athens. The curriculum in the East was more likely to include music and physical training along with literacy and numeracy. On the Hellenistic model, Vespasian endowed chairs of grammar, Latin and Greek rhetoric, and philosophy at Rome, and gave teachers special exemptions from taxes and legal penalties, though primary schoolmasters did not receive these benefits. Quintilian held the first chair of grammar. In the eastern empire, Berytus (present-day Beirut) was unusual in offering a Latin education, and became famous for its school of Roman law. The cultural movement known as the Second Sophistic (1st–3rd century AD) promoted the assimilation of Greek and Roman social, educational, and esthetic values, and the Greek proclivities for which Nero had been criticized were regarded from the time of Hadrian onward as integral to Imperial culture.
caption: Mosaic from Pompeii depicting the Academy of Plato
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