Reflection #9

Angela Gregoire
Reflect ion # 9

Sumerian scribal schools may have started very early, soon after the development of cuneiform writing. Writing was taught formally, and different categories of scribes were trained to fill in administrative positions. The first Sumerian schools were professional in nature, and they were set up primarily to train scribes to take up administrative and economic jobs, which were in great demand. As time went on, the curriculum broadened to include botany,, geography, theology, mathematics, and linguistic knowledge. There was great emphasis on culture and learning while some schools concentrated on creative writing. Many of the literary works of the past were copied, and new ones were compiled by the scribes. The qualified scribes were interested in teaching and learning and received a salary, but majority of them continued with research and writing as a hobby. The Sumerian schools began as temple schools, but eventually shifted to what became secular institutions. Teachers in Sumer received salaries from tuition fees paid by students. Students from high economic backgrounds attended schools, but individuals from poor families could not afford the cost.. In Sumerian culture, the student body was mainly males, since women were not listed as scribes. The Sumerian schools operated like a fraternity where the head of the school was referred to as the father and the pupils were called sons. Other names used included big brother. The pupils had to copy and memorize information. Like many other early schools, discipline was key and the school system was very structured. There were members of faculty responsible for discipline and attendance. The curriculum had two sub-divisions: one was mainly semi scientific and scholarly while the second was literary and creative. In the first division, the teachers created a system of instruction where language was classified into words and phrases and students were expected to copy and memorize until it reached perfection.
By the third millennium, textbooks were more complete and less stereotyped. Mathematics and grammar were well represented among the tablets and by the last quarter of the millennium the oldest dictionaries were compiled. Based on a pedagogical need, the Sumerian words and phrases were changed into the Akkadian language. Not much is known about techniques and approaches used in schools, but what is certain is that memorization played a significant role.
Schools in Sumer depended on the rod for discipline and excellence. Pupils had a lengthy day at school and stayed there for many years. There is no information indicating whether students received holidays, but we are sure that many years were devoted to studying.
The children in Ancient Egypt imitated adult behavior just as children in the present era. Imitation was one of the main approaches in which children were learning their occupation. The Egyptians because of their practical nature, taught their children subjects that were only useful in their careers. School boys from wealthy families started school at four years, and even they started their occupation was determined by fathers. Like the Sumerians, Egyptians girls did not receive the same level of education as the boys. Instead, they were taught how to manage a household, and how to dance, sing, and play musical instruments. In addition to skills, the children were taught about morals and family life. Parents were responsible to pass on ideas about the world, religion, folk rituals, correct behavior toward others, and towards the church.
Egyptian children received formal vocational training, scribal and home training, and also on the job training. Young adults usually followed family trade up to the highest offices. Just as in Sumerian schools children of less wealthy families had less formal education, and were taught how to harvest, sow, tend poultry and cattle, make nets and catch and prepare fish. In Egypt, the skilled individuals had to be literate to take up important jobs. Like the Sumerians, the students had to memorize texts by heart and did arithmetic silently. The children used limestone fragments and pottery shreds to practice their writing skills as compared to the Sumerians who used clay tablets. The scribes were expected to master reading, and the royal family learned mathematics, writing, literature, and grammar. Children started school about four, but went to school for an extended period of time. The king hired royal tutors to personally teach his children. It is evident in both Sumerian and Egyptian culture that there was class division among its people. Children from wealthy families received preferential treatment far better than students from less affluent families.
Research has indicated that children who do a lot of academic work are more successful and achieve much more. The critical issue is how effective are teachers in the classrooms and how well time is managed. Children can learn in many different environments, but effective teachers must be good managers, and organize academic material and instruction. Children in Ancient schools were less distracted and concentrated on their work, and were very successful. Teachers had less management problems, and of course there was no sparing of the rod. To be effective in the classroom, teachers must carefully organize classrooms to reduce disturbances, provide safe and caring environments, and to ascertain that classes move forward.