Higher Education in the Ancient World 1st Edition by M Clarke (PDF)

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This volume provides an authoritative survey of Greek and Roman education above the primary school level from the fourth century B.C onwards. Special attention is given to the teaching of philosophy, and there are also chapters on the liberal arts, in particular grammar and rhetoric, and on professional education. School organization, teaching methods and the impact of Christianity and the Church as an educational institution are all discussed. The picture that emerges is one of an established educational system which continued for centuries with little change and survived even the challenge of Christianity.

User’s Reviews

Editorial Reviews: About the Author M Clarke

Reviews from Amazon users which were colected at the time this book was published on the website:

⭐This is an adequate but not excellent summary of higher education in the Greco-Roman world. Unlike Marrou,

⭐, it is not a lasting monument of scholarship. Clarke uses mostly literary sources, especially Quintilian, and gives much more space to descriptions of education by Quintilian than he does to school papyri and ostraca. This means that protreptic statements by Isocrates or Quintilian that the orator must know geometry are taken as statements of fact. Even among philosophers, except for a few like Proclus and Simplicius there are almost no passages that show a high level of mathematical training.My interest in ancient education is mathematics and related physical sciences. Clarke is too sanguine about how much time students spent with these subjects. As we see in Marrou and in the extant papyri, most students learned almost no mathematics or astronomy. Clarke talks about the popularity of the Hellenistic writer Aratus, who wrote a poem about the mythology of the constellations, and uses Aratus as evidence of teaching astronomy (his best argument for this is that great astronomers like Hipparchus wrote commentaries on it, but these are popularizations like Cosmos by Carl Sagan, not scholarly works). Aratus is almost wholly about mythology, and is no introduction to technical astronomy. I would be greatly surprised if many students read even the whole first book of Euclid’s Elements. As far as I can tell, in the Greco-Roman world mathematics was never a standard subject learned seriously at school. Unlike the famous philosophers, the great mathematicians of antiquity are almost all just names, which suggests to me that they were intellectually isolated: Euclid, Apollonius, Archimedes (about whom a few hagiographical stories are known), Eratosthenes, Hipparchus, Theodosius, Heron, Ptolemy, Pappus.Finally, Clarke does not talk about the professional education of Greek and Roman land surveyors, which is the one group that may have learned some genuine mathematics.There are not many high quality English books on ancient education. In my readings I have come across the following which look good. In particular, Kennedy and Murphy are the best English authorities on Greco-Roman rhetorical education, and Cribiore has done good work on Greek education in Egypt using papyrological sources.Sourcebook,

⭐Kennedy,

⭐Hock and O’Neil,

⭐Cribiore,

⭐Morgan,

⭐Bonner,

⭐Murphy,

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