The Historical Child / Paidology; The Science of the Child

by Oscar Chrisman

When a boy reached eighteen years of age, he then left the buildings for boys and entered upon a more distinctive study of warfare. He was permitted to let his hair and beard grow and was known as a melleiren, "budding youth." These youths were drilled in the use of arms and in skirmishing. They were given frequent strict examinations. To test their courage and endurance, there was a custom of each year of whipping a certain number of youth. They were placed at the altar of Artemis Orthia and so severely whipped as to cause the blood to stream from them, their fathers and mothers standing by and urging them to endure it without flinching or murmuring. Sometimes they endured till they died under the severity of the whipping. Also there was another test in the way of a battle of the melleirenes, held each year on a small island near Sparta. These youths were divided into two companies, sacrifices to the gods were made, they were lined up against one another, and then commanded to fight. They fought without weapons, but fists and teeth and body and limbs were most fiercely used, and many were the wounds received.

At twenty years of age, the budding youth became known as an eiren, "a youth." These remained youths for the next ten years and they lived in barracks to themselves. They took a public oath of loyalty to Sparta and entered the army, thus going into real military life. They entered upon the life of a soldier, lived upon the coarsest fare, were drilled in the usages of warfare, and were sent out to guard and care for some armed camps or fortresses on the border. Each year there were festivals in which was displayed by all the youth their skill in military drill and gymnastic exercises and in music and dancing, such exhibits being before the king and the officers and the public.

At thirty years of age, the Spartan was recognized as being a full-grown man and became a member of the public assembly and was required to marry. But even then he had to remain with the youths and boys and eat at the common table with them, so that he had no home and had to visit his wife secretly in her home. He also continued in military service. It was the custom for each man to select a boy or a youth as a companion and to look after his care and training. These men were expected to be examples to the boys and youths and to correct them in their faults, the men being punished upon failure to do these things.

The girls of Sparta received a public training similar to that of the boys. It was the aim to train them so as to become strong, healthy women, such as could bear robust sons to the state. They were given gymnastic exercises such as were given to the boys, but not in company with the boys, and also the girls were permitted to remain at home. They were exercised in running, wrestling, leaping, throwing the discus, hurling the javelin, and in dancing and music. On some occasions the young men and young women danced and sang together in public in festivals to the gods. This training did produce strong women and who were as patriotic as the men and who as mothers could give thanks to the gods in the temples when they learned that husbands and sons had died fighting for their country.

It may be seen that Spartan education was public and free and open equally to all free-born children. The Spartan youth received very little intellectual training. No doubt some acquired reading and writing, as such was not forbidden, although not encouraged. They obtained ethical and intellectual training from listening to their elders at meals and on the street. They gained from criticism of their conduct, which criticism was severe at all times. Thus they learned reverence for elders, honesty, and self-respect. All the sufferings and hardships placed upon the youth were that they might receive training to make them good soldiers to go out to battle for their native land. Although Spartan education did produce warriors and patriots, yet it did not bring out individuality, that which makes most for true progress and right living. "The state regulated the individual life, and, by so doing, crushed out individuality, personal initiation, literary and scientific activity, and ethical freedom."[175]

Athens represented another phase in Greek education. A new conception of human life developed here and hence there came forth new ideas in regard to the meaning and end of education. The idea of the significance of the individual took prominence and, although interests centered upon the state, yet the state was considered as being composed, of individuals, each of whose free development made the voluntary giving of his life to the state all the stronger and better state. The citizens of Athens were educated for peace as well as for war, so that the aim of education was to produce all-round men who by being trained to be individuals would thus make the best citizens.

At birth the child at Athens was judged by the father and upon his decision it remained in the family or it was taken from the mother and exposed. If it was returned to the mother, whether a boy or a girl, it remained in the home till marriage, when the man or woman went to his or her own home. For the first seven years of the child's life, both boy and girl, he was under the care and training of the mother and the other women of the household. The Athenian boy was well cared for and given plenty to eat and to wear and toys and playthings, so that at least the early years of his life were easy and pleasant. By hearing the nursery-rhymes and the stories from folk-lore, and by having related to him the doings of the gods and god-like men as given in the writings of the times, his emotional nature was stimulated and he became imbued with the poetic feeling and dramatic spirit which invaded Athens and with which later he was to come in close contact through his school training and in his social and political life.

When the boy became seven years of age, he was sent to school. He was then placed under the charge of a male slave, known as a pedagogue, whose duty it was to go back and forth to school with the boy and carry his things and to have care of the boy's manners and morals, having the power of discipline, but he did not impart instruction, that being given by the grammatist (elementary teacher) and the pedotribe (gymnastic teacher). The state did not provide elementary schools, although they were under its supervision. The schools were not only private, but the father had the right to decide what work should be given to his boy, and yet the law did prescribe instruction in gymnastics and music. If the father did not give due education to his sons, in his old age he could not claim support from them. The length of stay in the school and the amount of education obtained depended upon the will and condition of the father, but all the boys did receive elementary instruction in reading, writing, and arithmetic. The physical training consisted in ball-playing, running, leaping, throwing the discus, hurling the javelin, and wrestling, the course being graded to the age and size of the boys. They were also taught dancing and music. Their education was to train the boy to be able to use his body with ease and grace and to increase his intelligence rather than to train him solely to become a soldier.

At fifteen years of age the boy passed out of the elementary training and from the control of the pedagogue, and if of the higher classes he entered upon higher training. He now left the private school and entered the public school, the gymnasium, which was not more than an exercising ground located in a grove just outside Athens. At this time the youth was given much more liberty than when a boy, as now he was allowed to go wherever he wished, that he might become acquainted with what was going on in the city to prepare him for the duties of public life. He was still under the care of his father or guardian and through him he had opportunity for meeting men and hearing the conversations and discussions and thus learn of the political life of the state and the moral obligations of a citizen. At this time the youth began to learn to play a musical instrument and he read and recited poetry and studied drawing and geometry and grammar. The gymnastic training received much more attention at this period than the literary, as beauty of person and health was the great aim. The exercises were about the same as in the previous period but of a more strenuous nature. Boxing was introduced now and sometimes the pancratium was used. Hunting and swimming became a part of the life of the youth.

At eighteen the young man completed the second period of public training and became known as an ephebus, "youth," His father or guardian presented him for citizenship, and if he showed proper credentials of legitimate birth, of Athenian parentage, up to standard in body, mind, and morals, he was registered. He also took an oath of fidelity to the state. He then entered into military service and continued for two years. He was thoroughly drilled and then sent to the frontier. At the close of this second year, when he was twenty years of age, he was called to Athens and examined for citizenship, and if he made a proper showing he was then made a full citizen, with all the privileges and duties pertaining to that office.