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Post-Secondary: Boys could continue their education after secondary school by obtaining ephebic training. They could petition to become an ephebe at the age of eighteen. In the fifth century BCE, ephebic training began as a military education, followed by two years of military service. Later, however, more advanced academic schooling was included.
Athenian System
 
Other: As mentioned earlier, children of poor families were often unable to receive a formal education. These children, however, were not totally forgotten. Solon, an Athenian leader who lived during the 7th to mid 6th centuries BCE, did much to reform his polis, and encouraged poor fathers to provide their sons with a vocational education. By teaching these children a trade, they could also be regarded as productive members of Athenian society. Music and dance were also very important to Athens. Throughout the many stages of an individual’s education, he was encouraged to practice dancing, singing and the playing of instruments. Common instruments used in Athens included the harp, flute and lyre.[21] By advancing in dance, singing and the playing of instruments, an Athenian would help continue their society's traditions.
Athinala sistemo
 
Spartan System: Military dominance was of extreme importance to the Spartans of Ancient Greece. In response, the Spartans structured their educational system as an extreme form of military boot camp, which they referred to as agoge. The pursuit of intellectual knowledge was seen as trivial, and thus academic learning, such as reading and writing, was kept to a minimum. A Spartan boy’s life was devoted almost entirely to his school, and that school had but one purpose: to produce an almost indestructible Spartan phalanx. Formal education for a Spartan male began at about the age of seven when the state removed the boy from the custody of his parents and sent him to live in a barracks with many other boys his age. For all intents and purposes, the barracks was his new home, and the other males living in the barracks his family. For the next five years, until about the age of twelve, the boys would eat, sleep and train within their barracks-unit and receive instruction from an adult male citizen who had completed all of his military training and experienced battle. The instructor stressed discipline and exercise and saw to it that his students received little food and minimal clothing in an effort to force the boys to learn how to forage, steal and endure extreme hunger, all of which would be necessary skills in the course of a war.Those boys who survived the first stage of training entered into a secondary stage in which punishments became harsher and physical training and participation in sports almost non-stop in order to build up strength and endurance. During this stage, which lasted until the males were about eighteen years old, fighting within the unit was encouraged, mock battles were performed, acts of courage praised, and signs of cowardice and disobedience severely punished. During the mock battles, the young men were formed into phalanxes to learn to maneuver as if they were one entity and not a group of individuals. To be more efficient and effective during maneuvers, students were also trained in dancing and music, because this would enhance their ability to move gracefully as a unit. Toward the end of this phase of the agoge, the trainees were expected to hunt down and kill a Helot, a Greek slave. If caught, the student would be convicted and disciplined-not for committing murder, but for his inability to complete the murder without being discovered.
 
Danko pro tua helpo. --[[Uzanto:Chabi1|Chabi1]] ([[Uzanto Debato:Chabi1|talk]]) 0807:44, 2325 di julio 2014 (UTC)
Elementary: In their early years, Athenian children were taught at home, sometimes under the guidance of a master or pedagogue. They were taught basic morals, until they began elementary education at approximately seven years of age. Children were taught how to read and write, as well as how to count and draw.[4] Children were taught letters and then syllables, followed by words and sentences. Reading and writing were taught at the same time. Students would write using a stylus, with which they would etch onto a wax-covered board. When children were ready to begin reading whole works, they would often be given poetry to memorize and recite.[5] An elementary education was the only education available to most people, especially the poor.[6] Children belonging to the upper social classes would receive formal elementary education since their parents would be able to afford to hire a tutor or to send them to a public school.[7] Children coming from poor families, however, would only be offered informal education, and the extent of their exposure to the above subjects would be directly linked to the knowledge of their parents.[8] In addition to not having the money to pay for a formal education, members of the lower class most likely would have required their children’s service at home just to be able to afford food and other basic necessities.
 
Primara dum lua frua yari, Athinala pueri esis instruktita en domo, kelkafoye sub l'nstruciono di mastro o pedagogo. Lu esis docita bazita etika, til lua komencas primara edukado a proxim sep yari evo, Pueri esis instruktita quale lektar e skribar, tam quale kontar e desegnar. Pueri esis instruktita leteri e silabi, sequanta da vorti e frazi. Lektado e skribado esis docita lore. Studenti skribus uzanta stilo, kun qua lu radirus sur vaxo-kovrata planko. Kande pueri esis pronta a komencar lektado tota verki, lu skribos ofte poeziajo por memorar e recitar. Primara edukado esis l'unika edukado disponebla por maxim populo, specale la povri. Pueri apartenanta a la maxim alta klaso recevos formala primara edukado pro lua parenti esos kapabla engajar tutelanto o sendar lu a publika skolo. Pueri venanta de povra familii, tamen, esos ofrar nur neformala edukado, e l'ampleso di lua expozado a super subjekti esos direte ligita a la savo di sua parenti. En adjunto ad ne havar pekunio por formala edukado, membri di basa klaso maxim ofte bezonas la servici di lua pueri en hemo jus por esar kapabla pagar nutrivo ed altra bazala necesesi.
 
 
Gymnasium: Having a physically fit body was extremely important to the Greeks. Greek boys would begin physical education either during or just after beginning their elementary education. In the beginning they would learn from a private teacher known as a paidotribe. Eventually, the boys would begin training at the gymnasium.[9] Physical training was seen as necessary for improving one’s appearance, preparation for war, and good health at an old age.[10] Traditionally, attendance at the gymnasium completed the majority of post-elementary education in Athens. It was not until about 420 BCE that secondary education became prominent, which led to controversy between traditional and modern views of education.[11] Those of the traditional view believed that raising “intellectuals” would destroy Athenian culture and leave Athens at a disadvantage in war.[12] On the other hand, those with a more modern view felt that while physical strength was important, it would diminish over time[13] and that education should be used to develop the whole man, including his intellectual mind.[14]
 
Gimnazio. Havanta korpo en bona stando esis maxim importanta por Grekiani. Grekiana pueruli komencos korpala edukado dum o jus pos komencanta lua primara edukado. Komence lu lernos de privata docisto konocita kam ?. Tandem, pueruli komencos aprentiseso en gimnazio. Korpala aprentiso esis vidita kam bezonata por plubonigar l'aparo di ulu, preparo por milito, e bona stando en olda evo. Tradicionale, frequento a gimnazio kompletigas la majoritato di pos-primara edukado en Athina. Esis ne til proxim 420 aK ke sekundara edukado divenas eminenta, qua duktas a kontroverso inter tradicionala e moderna vidpunti pri edukado. To di tradicionala vidpunto kredis ke elevita "intelektozi" destruktos Athinia kulturo e lasita Athina en desavantajo dum milito. Altralatere, to kun plu moderna vidpunto sentas dum ke korpala forco esis importanta, diminutos pos duro e ke edukado esos uzita por developar la tota viro, inkluzanta su intelektuala mento.
 
 
Secondary: After turning fourteen years old, boys from wealthy families had the option of attending secondary school. A secondary school might have been a permanent one, or it could have been received from traveling teachers such as the Sophists or other philosophers including Zeno of Elea and Anaxagoras of Clazomenae.[15] Secondary education included subjects such as natural science (biology and chemistry), rhetoric (the art of speaking or writing effectively), geometry, astronomy and meteorology.[16] The teaching of these subjects became highly valued within Athenian society, because the Athenians believed that intellectual education was a key component of a person’s identity, making up a significant part of a person’s reputation. Accomplishments in academics could help an individual gain the respect of his peers. With this respect, leaders such as Themistocles, Pericles, and Alcibiades were able to influence political and military endeavors pursued by Athens.[17]
 
Sekundara: Pos atingata dek e quar evo, pueruli de richa familii havis la selekto di frequentar sekundara skolo. Sekundara skolo povus esar permanenta uno, o povus esar de voyajanta docisti kam Sofisti od altra filozofi inkluzanta Zeno di Elea ed Anaxagoras di Clazomenae*. Sekundara edukado inkluzita subjekti kam naturala cienco (biologio e kemio), retoriko (arto di parolar o skribar efektive), geometrio, astronomio e meteorologio. L'instrukto di ta subjekti divenas alta prizita kun Athinia socio, pro quo Athiniani kredas ke intelektuala edukado esis decidiganta kompozanto di identeso di persono, kreanta precipua parto di reputeso di persono. Plenigi en akademio povas helpar individuala gaino la respekto di sua egali, chefi kam Themistocles*, Pericles* ed Alcibiades* esis kapabla influar politikala ed militala esforci sequanta da Athina.
 
 
Danko pro tua helpo. --[[Uzanto:Chabi1|Chabi1]] ([[Uzanto Debato:Chabi1|talk]]) 08:44, 23 di julio 2014 (UTC)