School and education in Mesopotamia (Mesopotamia)

Approximately in the IV millennium BC. in the interfluve of the Tigris and Euphrates, the city-states of Sumer and Akkad arose, which existed here almost until the beginning of our era, and other ancient states, such as Babylon and Assyria. All of them had a fairly developed culture. Astronomy, mathematics, agriculture were developed in them, original writing was created, and various arts arose.

In the cities of Mesopotamia, there was a practice of tree planting, canals were laid with bridges through them, palaces were built for the nobility. The living conditions prevailing in the ancient cities, the developing economic relations demanded more and more literate people. Scribes were needed both for making deals, and for public service, and in temples. Their significance, or, in modern terms, their social status was constantly rising. Becoming a scribe meant success, a well-paid job and respect. That is why the Sumerian schools - eddubs became so popular in cities.

Literally edduba - the house of the tablets. This is due to the fact that the Sumerian writings were applied to plates of raw soft clay with special wooden chisels. Then the tiles were fired in special ovens, hardened and could be stored virtually forever. A large number of Sumerian texts have survived to this day thanks to this ancient technology - scientists discover them during archaeological excavations.

Clay manuscripts from the library and archives of the ancient city of Nippur gained worldwide fame. The most important documents are the chronicles of Ashurbanipal (668-626 BC), the laws of the king of Babylon Hammurabi (1792-1750 BC) and the laws of Assyria in the second half of the 2nd millennium BC. It was from these invaluable evidence of antiquity that it was possible to learn about the schools of Mesopotamia, their way of life, varieties, and features of education. It is known that eddubs were created at temples and palaces. They taught children of the respective classes. There were also schools for children from noble families. Scribes often earned money by doing school work, organizing eddubs at their homes, teaching writing to children for household needs, receiving extra money. Many schools later became cultural centers, growing into tablet repositories - a kind of ancient library.

Education in the ancient states of Mesopotamia fully corresponded to the patriarchal family way of life, in which the power of the father in the family was revered. The ancient manuscript "Code of Hammurabi" refers to the father's responsibility for accustoming his son to piety and teaching him his craft, about the obligation to serve his son in everything by example. It is this approach that has become established in the eddub as a continuation of the traditions of family education. School teachers had to support the authority of the father, and the father - the authority of teachers and wise rulers.

Ancient teaching methods were based on the principles of the transfer of craft: the student reproduces the sample until his work equals the quality of the master's product. For the future scribe, this meant endless rewriting of sample tablets and memorizing their texts. Of course, from the point of view of modern ideas about learning, such methods seem routine, but it was they that made it possible to achieve results that corresponded to the way of life, and the norms of behavior and morality. Obedience, respect in relations with superiors, readiness for long monotonous work were important qualities of a scribe.

In addition to perseverance, good manners and literacy, a scribe who graduated from edduba received knowledge of two languages ​​- Akkadian and Sumerian, arithmetic, mastered the skills of singing, acquired some legal training, and knowledge of cult rituals. In ancient Babylon, the ziggurat, the house of knowledge, became widespread. As a rule, these were cultural centers at temples, which combined places for the performance of religious rites, schools and libraries. Apparently, the ziggurat played an important role in the spread of culture, arts, medical knowledge and literacy among the most diverse segments of the population, which in turn had a positive impact on the development of the civilization of the ancient states of Mesopotamia.

Summary of the lesson on the topic "Ancient Mesopotamia".

5th grade

Lesson "Ancient Mesopotamia”is the first lesson in the study of the chapter “Western Asia in Antiquity” according to the textbook “History of the Ancient World”, Grade 5, authors:Vigasin A.A. Goder G.I. and Sventsitskaya I.S.

predictive target : to continue with students the formation of common and special features of Eastern civilization through the study of ancient states

Goal for this lesson: the formation of universal learning activities throughsubject UUD – work with a historical map, acquire a holistic view of the historical path of the inhabitants of Mesopotamia; establish causal relationships between the geographical conditions of the Sumerians and their economic development;meta-subject UUD: independently identify and formulate the objectives of the lesson; independently navigate in the textbook and search for the necessary information; express your point of view; listen and hear others;personal UUD: gain motivation to learn new material; evaluate their own educational activities, their achievements.

Expected result. Students shouldknow — geographical position of the Ancient Mesopotamia; - occupations and beliefs of the inhabitants of the Ancient Mesopotamia.Be able to - navigate the map, determine common features with the history of Ancient Egypt, highlight the features of the development of Mesopotamia, extract the necessary information from the text of the textbook, express your opinion.

Lesson type: learning new material

Equipment: projector, multimedia presentation, map "Ancient Mesopotamia", TVET, handout

During the classes

Stage 1. Organizational (1 minute)

- Hello guys! I'm glad to see you in a good mood! Let's start the lesson. Check for educational supplies. We will need a textbook (p. 63), a map of the Ancient East (p. 31), RT (p. 36). As well as simple and colored pencils.

— We will continue our journey through the amazing, mysterious world, the world of ancient history.What country of the Ancient World did we talk about in previous lessons? (Egypt).

What do we know about Egypt? The teacher draws up a lesson plan according to the answers

(On the board I attach sheets of geographical location; - natural conditions; - occupations; - religious beliefs; - writing

- Guys, let's pay attention to the map in the textbook of the Ancient East (p. 31). Under Pharaoh ThutmoseIIIthe border of Egypt was pushed back to the river Euphrates. Find it on the map. Let's make a route from Memphis to the Euphrates River (the student goes to the map and talks about the route: from the Nile Delta through a small isthmus on the Sinai Peninsula, then along the eastern coast of the Mediterranean Sea, where Palestine, Phoenicia, Syria are located, we will get to the river through the desert) . It was here that more than 5 thousand years ago the country was located, which was called Mesopotamia or Mesopotamia.Where do you think this name came from?

Stage 2. OSI

We will study the history of the Ancient Mesopotamia. In what order will we get to know this country?

The purpose of our lesson: (writing on the board) what is common in the development of Ancient Egypt and Mesopotamia. And we'll talk about the features in the next lesson.

Let's open notebooks and write down the topic of the lesson: Ancient Mesopotamia.

(making notes) Common features:

- geographical position;

— natural conditions;

- lessons;

- religious beliefs;

- writing

— Open the TPO on page 36. Answer the first two questions of task No. 45.(I remind you of the rules for working in a contour map). I propose to mark the neighboring countries of Mesopotamia by completing task No. 5 (p. 37) - we check (to the board with TPO - on the map).

- So, what can we note in common in the geographical position of Mesopotamia and Egypt?(Both of these countries are in the same part of the world, have large rivers ...)

And what is common in the location of the cities of these countries? (on the rivers). The first two large cities in Mesopotamia arose near the Persian Gulf and they begin with the same letter "U". Name these cities.

On the screen drawing. - Guys, in front of you is an ancient settlement of the Sumerians (people).Make a conclusion about the occupations of the inhabitants of Mesopotamia ( floods made it possible to engage in agriculture). Agriculture was the main occupation of the inhabitants of Mesopotamia and Egypt.

I add: - In the Southern Mesopotamia there were no mountains or trees, which means that there could be no construction of stone and wood. The tree was very expensive. Only the rich could afford, for example, wooden doors in the house. There was little fuel. Bricks that were made of clay were not fired. And such a brick crumbles quickly. Therefore, when the first cities appeared, the wall had to be made so thick that a wagon could pass over the top.

It would seem that clay is, at first glance, a low-value type of raw material. But how can it be used?(bricks, stoves, floors in houses, pots…). It was not for nothing that a myth arose in Mesopotamia that the gods created man by molding him from clay. You can also write on clay! Centuries-old experience suggested to the ancient inhabitants of Mesopotamia that human footprints and fingerprints remain on wet clay for a long time. Is it possible, the man thought, to fix signs on it. And he began to learn to write with images or signs of writing on wet clay tablets.

What was the name of this letter, you will find out by guessing the anagram OLISPNKI (cuneiform). Let's write the term in the dictionary.Cuneiform — writing, signs that consist of groups of wedge-shaped lines, signs were pressed into wet clay.(Signs appear on the slide) What do these signs look like?(on hieroglyphs). Several hundred characters were contained in cuneiform, so learning to read and write was no less difficult than in Egypt.

(picture) This is how the school for the training of scribes in Mesopotamia looked like).Guys, would you like to study in such a school? .... Why? There was a man at the school who was called "the father of the school".How do you think it is shown in the picture? ("Man with a stick" ...)

Thanks to writing, the legend of King Gilgamesh has come down to our days. Let's read it on page 64.

What aspect of social life does this fact testify to?

Video!!! (temples) - What is common in the religious beliefs of Egypt and Mesopotamia?(Paganism)

Well done. Let's get back to the purpose of our lesson. Have we achieved results? (prove)

Stage 3. Consolidation. I distribute worksheets. (3 minutes)

"Finish the sentence"

1. Mesopotamia is otherwise called ... (Mesopotamia)

2. Ur and Urat to this name … (cities)

3. The sun god was called ... (Shamash)

4. The religion of the inhabitants of Mesopotamia is ... (paganism)

5. The writing of Mesopotamia was called ... (cuneiform)

6. The ancient people who created the first states in Mesopotamia were ... (Sumerians)

7. Mesopotamia was located in Western (Front) ... (Asia)

8. Palaces, temples, residential buildings were built from ... (clay bricks)

9. The main person in the school was called ... ("father of the school")

10. Learned priests considered the sacred number ... (60)

Stage 4. Reflection. Let's summarize!

Stage 5 Homework. (on slide)

"Ancient civilizations of the East" - Pyramid of Cheops and temple. Plant. Inventions. Phoenicia. Tea. Hammurabi. China. The Ancient East. ancient state. Papyrus. Error. Egypt. The name of a historical figure. Eastern Mediterranean countries. Historical monuments. Cotton. Ziggurat. Palestine. Cuneiform and clay tablet. Stupa and pillar of King Ashoka.

"Culture of Mesopotamia" - 1. Apis. 2. Sphinx. 2. For beauty. 3. What clothes did the people of Mesopotamia wear? 2. Ishtar. 5. What records were made by the ancient Sumerians? 2. Identify the sculptural image of the ancient Sumer. 1. Due to floods. 3. Wood was very expensive. 4. Why were cities and temples built on platforms in Mesopotamia?

"Features of the states of the Ancient East" - What contribution did the peoples of the Ancient East make to world culture. Asia Minor. Euphrates river. Writing of the countries of the Ancient East. Peoples of the Ancient East. Channel. Supreme virtue. States of the Ancient East. Respect for elders. Captives. Indians. Hindustan. What did the ancient inhabitants of India treat snakes to? Cuneiform.

"Ancient Western Asia" - Administration 30 What were the officials of the secret police called in Persia? Alphabet. Glass. Grades at the end of the game are set by the teacher based on the personal score of the participants and the achievements of the team. Ashurbanipal. Education and art 10 This was the name of the school in Ancient Mesopotamia. Writing 10 This is how the icons on the clay tablets were called.

"India and China in Antiquity" - Confucianism and Taoism. Life is evil. Monarchies. State of Zhou. Ancient India. Brahmanism. Indra. The emergence of Buddhism. Penetration of Aryan tribes into India. Ancient China. Exodus from the mythological era. State of Shang. Confucius. Features of the historical development of the Ancient East. The Age of Warring States.

"Ancient Mesopotamia" - What occupation are we talking about. Lesson question. Ancient Mesopotamia. Dictionary. Trade. Writing. In the Southern Mesopotamia, many types of raw materials were lacking. nature and geographic location. The basis of life here was water. Cuneiform.

In total there are 34 presentations in the topic

The school and education of the Ancient East should be considered as something relatively integral and, at the same time, as the results of the specific development of each of the ancient Eastern civilizations, which had stable features. The civilizations of the Ancient East gave mankind invaluable experience, without which it is impossible to imagine further turns in the development of the world school and pedagogy. During this period, the first educational institutions arose, the first attempts were made to comprehend the essence of upbringing and education. The pedagogical traditions of the ancient states of Mesopotamia, Egypt, India and China influenced the genesis of education and training in later times.

"Plate Houses"

Arising before the 3rd millennium BC. e. and succeeding each other until 100 AD. e. states in the interfluve of the Tigris and Euphrates (Sumer, Akkad, Babylon, Assyria, etc.) had a fairly stable and viable culture. Astronomy, mathematics, and agricultural technology successfully developed here: original writing, a system of musical notation were created, and various arts flourished. In the ancient cities of Mesopotamia, parks, boulevards were laid out, canals were laid, bridges were erected, roads were built, luxurious houses were built for the nobility. In the center of the city there was a cult building-tower (ziggurat).

There were schools in almost every city. Educational institutions appeared here in the 3rd millennium BC. e. in connection with the need of the economy and culture for literate people - scribes. Representatives of this profession stood at a fairly high level of the social ladder. The first establishments where scribes were trained were called houses of tablets (in Sumerian - edubbs). It comes from clay tablets on which cuneiform writing was applied. The letters were carved with a wooden chisel on a raw tablet, which was then fired. The first school tablets date back to the 3rd millennium BC. e. From the beginning of the 1st millennium BC. e. scribes began to use wooden tablets: they were covered with a thin layer of wax, on which written characters were scratched.

The first schools of this type arose, obviously, under the families of scribes. Then came the palace and temple "tablet houses". Clay tablets with cuneiform writing, which are material evidence of the development of civilization, including schools, in Mesopotamia allow you to get an idea about these schools. Tens of thousands of such tablets have been found in the ruins of palaces, temples and dwellings. Such, for example, are the tablets from the library and archive of the city of Nshkhpur, among which the annals of Ashurbanipal (668-626 BC), the laws of the king of Babylon Hammurabi (1792-1750 BC), the laws of Assyria should be mentioned the second half of the 2nd millennium BC and etc.

Gradually, the Edubbs acquired autonomy. Basically, these schools were small, with one teacher, whose duties included both the management of the school and the production of new sample tablets, which the students memorized, rewriting them into exercise tablets. In large "tablet houses", apparently, there were special teachers of writing, counting, drawing, as well as a special steward who monitored the order and progress of classes. Education in schools was paid. To gain additional attention from the teacher, the parents made offerings to him.

At first, the goals of schooling were narrowly utilitarian: the preparation of scribes necessary for economic life. Later, edubbs began to gradually turn into centers of culture and education. Under them, large book depositories arose, for example, the Nippur Library in the 2nd millennium BC. and the Nineveh Library in the 1st millennium BC.

The emerging school as an educational institution was nourished by the traditions of patriarchal family education and, at the same time, craft apprenticeship. The influence of the family-communal way of life on the school was preserved throughout the history of the most ancient states of Mesopotamia. The family still played the main role in the upbringing of children. As follows from the "Code of Hammurabi", the father had to be responsible for preparing his son for life and was obliged to teach him his craft. The main method of education in the family and school was the example of the elders. In one of the clay tablets, which contains an appeal from a father to his son, the father encourages him to follow the positive examples of relatives, friends and wise rulers.

The edubba was headed by the "father", the teachers were called "brothers OTi ia". The students were divided into older and younger "edubba children". Learn! She in edubba was seen primarily as a preparation for the craft of a scribe. The students had to learn the technique of making 1С1 shya ram (yang tablets, master the cuneiform system. Over the years of training, the student had to make a complete set of tablets

personal with the provided texts. Throughout the history of tablet houses, memorization and rewriting have been the universal methods of learning in them. The lesson consisted in memorizing the "tables-models" and copying them in the "tablets-exercises". Raw tablets-exercises were corrected by the teacher. Later, exercises such as "dictations" were sometimes used. In the basis of the teaching methodology lay, therefore, multiple repetition, memorization of columns of words, texts, vdachas and their decisions. However, the teacher also used the method of explaining difficult words and texts by the teacher. It can be assumed that the method of dialogue-dispute was also used in the training, and not only with the teacher or student, but also with an imaginary object. The students were divided into pairs and, under the guidance of a teacher, showed or refuted one or another position.

About how the way of the school was and how they wanted to see it in Mesopotamia, say the tablets found in the ruins of the capital of Assyria - Nineveh "Glorification of the art of scribes." They said: "The true scribe is not the one who thinks about his daily bread, but who is focused on his work." Diligence, according to the author of "Vosslavanie...", helps the student "to enter the road of wealth and prosperity."

One of the cuneiform documents of the 2nd millennium BC. allows you to get an idea of ​​the school day of the student. Here is what it says: “Schoolboy, where did you go from the first days?” the teacher asks. “I go to school,” the student replies. "What are you doing at school?" - "I I'm making my own. I eat breakfast. I'm given an oral lesson. I'm given a written lesson. When classes are over, I go home, go in and see my father. I tell my father about my lessons, and my father rejoices. When I wake up in the morning, I see 1 in but my mother and I tell her: quickly give me my breakfast, I'm going to school: at school the warden asks: "Why are you opaz-washing?" Frightened and with a beating heart, I enter the teacher and bow to him respectfully.

< >(> learning in the "tablet houses" was difficult and laborious. ! !,i at the first stage they taught to read, write, count.

n literacy should have memorized a lot of cuneiform c|.1m>11. Further, the student proceeded to memorize instructive items of torii, fairy tales, legends, acquired a well-known stock of practical knowledge and skills necessary for construction, i in i l slapping business documents. Having been trained in the "house of i and hi and check" became the owner of a kind of integrated-|цMi profession, acquiring various knowledge and skills.

And schools studied two languages: Akkadian and Sumerian. Shu-Mi | "kip language in the first third of the 2nd millennium BC already

24 Chapter 2.

ceased to be a means of communication and was preserved only as the language of science and religion. In modern times, the Latin language played a similar role in Europe. Depending on the further specialization, future scribes were given knowledge in the field of the language itself, mathematics and astronomy. As can be understood from the tablets of that time, a graduate of edubba had to master writing, four arithmetic operations, the art of a singer and musician, navigate the laws, and know the ritual of performing cult actions. He had to be able to measure fields, divide property, understand fabrics, metals, plants, understand the professional language of priests, artisans, and shepherds.

The schools that arose in Sumer and Akkad in the form of "tablet houses" then underwent a significant evolution. Gradually they became, as it were, centers of education. At the same time, a special literature began to take shape that served the school. The first, relatively speaking, methodological aids - dictionaries and readers - appeared in Sumer 3 thousand years BC. They included teachings, edifications, instructions, designed in the form of cuneiform tablets.

During the heyday of the Babylonian kingdom (1st half of the 2nd millennium BC), palace and temple schools began to play an important role in education and upbringing, which were usually located in religious buildings - ziggurats, where there were libraries and premises for scribes. Such, in modern terms, complexes were called "houses of knowledge". In the Babylonian kingdom, with the spread of knowledge and culture in the middle social groups, apparently, educational institutions of a new type appear, as evidenced by the appearance on various documents of signatures of merchants and artisans.

Edubbs were especially widespread in the Assyrian-New Babylonian period - in the 1st millennium BC. In connection with the development of the economy, culture, and the strengthening of the division of labor in ancient Mesopotamia, there was a specialization of scribes, which was also reflected in the nature of education in schools. The content of education began to include classes, relatively speaking, philosophy, literature, history, geometry, law, geography. In the Assyrian-New Babylonian period, schools for girls from noble families also appeared, where they taught writing, religion, history and counting.

It is important to note that during this period large palace libraries were created in Aishgur and Nippur. Scribes collected tablets on various topics, as evidenced by the library of King Ashurbanipal (VI century BC), special attention

School and education in ancient egypt

nie began to be given to teaching mathematics and methods of treating various diseases.

The first information about schooling in Egypt dates back to

3rd millennium BC School and
School and upbringing education in this era should
in Ancient Egypt were to shape the child, the

Stka, a young man in accordance with the ideal of a man that has developed over thousands of years: a man of few words, who knew how to endure hardships and calmly accept the blows of fate. In the logic of achieving such an ideal, all training and education went on.

In Ancient Egypt, as in other countries of the Ancient East, family education played a huge role. Relations between a woman and a man in the family were built on a fairly humane basis, as evidenced by the fact that boys and girls were given equal attention. Judging by the ancient Egyptian papyri, the Egyptians paid much attention to the care of children, because, according to their beliefs, it was the children who could give their parents a new life after performing the funeral rite. All this was reflected in the nature of education and training in schools of that time. Children had to learn the idea that a righteous life on earth determines a happy existence in the afterlife.

According to the beliefs of the ancient Egyptians, the gods, weighing the soul of the deceased, put “maat” as a weight on the scales - a code of conduct: if the life of the deceased and “maat” were balanced, then the deceased could start a new life in the afterlife. In the spirit of preparation for the afterlife, teachings to children were also compiled, which were supposed to contribute to the formation of the morality of every Egyptian. In their teachings, the very idea of ​​the need for education and training was affirmed: “The ignoramus who was taught by the father is like a stone idol.”

The methods and techniques of school education and training used in ancient Egypt corresponded to the then accepted ideals of man. The child had to first learn to listen and obey. There was an aphorism in use: “Fluffing is the best thing for a person.” The teacher usually addressed the student with the following words: “Be careful and< мушай мою речь; не забудь ничего из того, что говорю я ц-бе». Наиболее эффективным способом достичь повинове­ния были физические наказания, которые считались есте- 1 ш-иными и необходимыми. Девизом школы можно считать и мочение, записанное в одном из древних папирусов: «Дитя песет ухо на своей спине, нужно бить его, чтобы он услы-

Chapter 26

shawl." The absolute and unconditional authority of the father and mentor was consecrated in ancient Egypt by centuries of tradition. Closely connected with this is the custom of passing the profession by inheritance - from father to son. One of the papyri, for example, lists the generations of architects who belonged to the same Egyptian family. With all the conservatism of the ancient Egyptian civilization, as well as others, in its bowels one can find processes that testify to the revision of the ideals of the individual, and with them the goals of education. From the text of one of the ancient papyri, dating back to the 1st millennium BC, one can find that even then there were different points of view regarding what a person should be like. An unknown author argued with those who were moving away from the traditional commitment of family and school education to the ideal of obedience: "A person who lives in faith is like a plant in a greenhouse." This idea was not disclosed in detail by him, but the main purpose of all forms of school and family education was to develop moral qualities in children and adolescents, which they tried to do mainly by memorizing various kinds of moral instructions, such as, for example: “It is better to rely on philanthropy than for gold in your chest; it is better to eat dry bread and rejoice in your heart than to be rich and know sorrow.” Naturally, the understanding of such maxims at school was very difficult because they were written in hieroglyphs in an archaic language, far from living speech.

In general, by the 3rd millennium BC. in Egypt, a certain institution of a “family school” developed: an official, warrior or priest prepared his son for the profession to which he was to devote himself in the future. Later, small groups of outside students began to appear in such families.

A kind of public school in Ancient. Egypt existed at temples, palaces of kings and nobles. They taught children from the age of 5. First, the future scribe had to learn how to write and read hieroglyphs beautifully and correctly; then - to make business papers. In some schools, in addition, they taught mathematics, geography, taught astronomy, medicine, and languages ​​of other peoples. To learn to read, the student had to memorize over 700 hieroglyphs, to use fluent, simplified and classical ways of writing hieroglyphs, which in itself required a lot of effort. Here is what one priest said to his disciple in this regard: “Love writing and hate dancing. Write with your fingers all day and read at night." As a result of such classes, the student had to master two styles of writing:

Scale and education in Ancient Egypt

lovy - for secular needs, as well as statutory, on which religious texts were written.

In the era of the Old Kingdom (3 thousand years BC), they still wrote on clay shards, skin and bones of animals. But even in this

era, papyrus began to be used as a material for writing - paper made from a marsh plant of the same name. In the future, papyrus became the main material for writing. The scribes and their students had a kind of writing instrument: a cup of water, a wooden board with grooves for black paint from soot and red paint from

Writing under dictation in an ancient Egyptian school

ocher, as well as a reed stick for writing. Most of the text was written in black ink. Red paint was used to highlight individual phrases and indicate punctuation. Papyrus scrolls could be reused many times by washing away what was previously written. It is interesting to note that at school work they usually set the time for completing a given lesson. Pupils rewrote texts that contained different knowledge. At the initial stage, they taught, first of all, the technique of depicting hieroglyphs, without paying attention to their meaning. Later, schoolchildren were taught eloquence, which (■ was read as the most important quality of scribes: "Speech is stronger than weapons"; "The mouth of a man saves him, but his speech can destroy him" - said in ancient Egyptian papyri.

I? in some ancient Egyptian schools, students shared the rudiments of mathematical knowledge that could be needed in the construction of canals, temples, pyramids, etc.). With this, they also taught the elements of geography in combination with p-metry: the student had to be able, for example, to draw iiii.iii terrain. Gradually, the schools of ancient Egypt became VI and kick specialization of education. In the era of the New King-i that (5th century BC), schools appeared in Egypt where they prepared

28 Chapter 2. EDUCATION AND EDUCATION IN THE ANCIENT

Upbringing and school in the Israelite-Jewish kingdom 29

Doctors. By that time, knowledge had been accumulated and manuals for the diagnosis and treatment of many diseases had been created. The documents of that era describe almost fifty different diseases.

In the schools of ancient Egypt, children studied from early morning until
late evening. Attempts to disrupt the school regime
mercifully punished. To achieve academic success, students
had to sacrifice all children's and youthful
joys. Here is what is said in one of the letters of the XIX dynasty,
where the teacher instructs the negligent student: “Oh, write carefully
but do not be lazy, otherwise you will be severely beaten ... Your hand
must constantly rely on the sciences, not a single day of rest
ha don't give yourself, otherwise you will be beaten. At a young man
there is a back; he feels when he is beaten. Listen well
what they tell you, you will benefit from it. Goats are taught to swim
sat, horses are curbed, pigeons are forced to flock,
requirements to fly. You should not be burdened by the tension of the spirit,
books should not bother you, you will benefit from them.
The position of a scribe was considered very prestigious. Fathers are not very
noble families considered it an honor if their sons were
scribes were taken to schools. Children received instructions from their fathers,
the meaning of which boiled down to the fact that education in such a school
will provide them for many years, will make it possible to get rich and
take a high position, approach the tribal nobility.
Education and school IN THE HISTORY OF OTHER CIVILIZATIONS
in the Israeli runoff becoming religious

Kingdom of Judah the principle of monotheism was decided

factor in the development of culture, which was associated with the emergence of new moral ideas. Many sources that have come down to us testify to the difficulties in determining the criteria for Good and Evil that the peoples of that time faced. The numerous deities worshiped by humans were generally evil and their wrath was to be feared. The spirits of goodness helped, but could change mercy to anger at any moment. The mystical consciousness of people pushed them to a formal sacrifice in the form of ransom. Any sorcerer undertook to solve complex life and economic problems. The patronage of the pagan gods was weak, and their multitude brought great disagreements between people.

Already some Egyptian pharaohs, seeking to consolidate their power, tried to establish monotheism. So, Pharaoh Akhenaten was forgotten for this. Similar phenomena were observed in Mesopotamia and in Persia. For the first time in history, the Jewish people succeeded in establishing monotheism.

The ancient Jews were from Semitic nomadic tribes that settled in Mesopotamia during the time of Sumer. Later, some of these tribes migrated to Egypt, where they were enslaved by the Egyptians. It was during this period, as the legend says, that the Jewish god Yahweh concluded an agreement with this oppressed people, and Moses (Moshe) was chosen as the mediator through whom Yahweh spoke with the Jewish people. For his good deeds, Yahweh demanded the fulfillment of his will by all. The Old Testament describes both the miraculous salvation of the Jewish people from slavery, and the cruel punishment that fell to the lot of the enslavers, and mystical phenomena, and, possibly, real historical events. Mysticism and history are practically inseparable in ancient sources. It is unlikely that anyone will undertake to establish the true origin of the ten moral commandments allegedly handed over to Moses on Mount Sinai by Yahweh himself. But in this case it doesn't matter. What is important is that the boundary between Good and Evil has been drawn. Let it be conditional, not coinciding with modern ideas, but clear and understandable for people of that time. Yahweh did not accept sacrifices from sinners. A man who killed his neighbor was to be seized even near the altar and punished with death. It was supposed not only that every Jew should fulfill the commandments of Yahweh, but also the execution of judgment on those who violate them - the right to judge and punish.

Along with monotheism, another feature appeared in the Hebrew religion. Yahweh was considered powerful over all peoples and their gods, but he chose only the Jewish one for guardianship. Religious and national in the self-consciousness of the Jews became inextricably linked.

After fleeing from Egypt, the Hebrew tribes reached the country of Canaan (Palestine) and created the state of Israel, from which in 925 BC. separated independent i i.apcTBO Judea. In 722 BC The Assyrian king Sargon II destroyed Samaria, the capital of Israel, captured the Israeli people and took a significant part of them to Assyria. As a result, Israel ceased to exist. In 586 BC Nebuchadnezzar II captured the last stronghold of the Jews - Jerusalem and took the captives to Babylonia.

According to legend, it was during this period that the Jews rethinked their fate. They were dominated by the idea of ​​the need to beg for forgiveness and freedom from the almighty Yahweh. The numerous prophets during this period became, as it were, teachers of their people. In 538 BC, the Iranian king Cyrus II released the Jewish people to freedom.

(the need for complex historical vicissitudes, as well as the misty-pichm of the consciousness of the ancient Jews, was reflected in their attitude towards

3 0 Chapter 2. EDUCATION AND EDUCATION IN THE ANCIENT STATES

education, which can be described as a religious-national phenomenon, where both principles were a single whole. The procreation acquired a special spiritual meaning for this people, and the school began to be revered on a par with the temple. If the settlement was small and it was not possible to build a school, then the children studied in the synagogue, the prayer house. The teacher, most often a preacher, did not receive money for his work, since it was believed that the words of the Bible, especially the Torah (Pentateuch), were given to the people by God free of charge, which means that they should also be passed on to children free of charge. Respect for the teacher was brought up in the family long before the children entered school. Ancient wisdom said: “If you saw that your father and your teacher stumbled at the same time, then first give your teacher a hand,” although the father in the family was revered as an absolute master.

Education in Jewish families, although it was of a despotic nature, also involved instructive conversations with children, which was prescribed by the Torah.

School education and training was most often three-stage. The Jews created their own writing system, and at the first stage of education, children had to master the rudiments of reading and writing, which has survived to this day, as well as counting. In elementary school, the teacher and students sat on the floor, demonstrating their equality before God, but when older children got the opportunity to join the discussion, the teacher sat on a raised platform.

The Torah and the Talmud - a set of religious, ethical and legal dogmas of Judaism, as well as the interpretation of the Torah - served as the main subjects of school study. The Torah was memorized by heart, developing memory, which was considered by the ancient Jews to be the most important property of the mind. In the process of these lessons, the children learned to reason and express what they read and memorized. The third stage of training was associated with preparation for future professional activities. Since the profession was most often inherited by the boy, the father also played the role of a teacher.

The girls were also introduced to Torah and writing, but to a lesser extent. This knowledge was necessary to comply with strict and complex traditions in housekeeping. The ideal of a woman was considered a mother and an exemplary wife. The content of Hebrew education was very meager in terms of children's mastery of practical knowledge. The Jews did not build pyramids and complex irrigation systems, did not engage in navigation and led a secluded lifestyle, only to a certain extent controlling the caravan routes passing through their country between Iran and

Education and school in ancient Iran

Egypt. The ease with which Judea submitted to the Romans suggests that they did not succeed in military matters either. Apparently, the reasons for these phenomena lie in religion. The people chosen by God must not mix with other peoples. This position was considered the most important value in Hebrew education. Purity of soul, purity of blood, purity of food and purity of body were considered the paths to salvation, and the achievement of these ideals was the essence of all Hebrew education, to which the activities of the school were also oriented. v

The transition to monotheism was an important step towards considering the categories of Good and Evil, on which the ideals that underlay the views on education were formed. Of course, pre-Christian morality seems today alien to the modern European. Principles such as "an eye for an eye" are recognized today as immoral, but they already showed the embryos of morality, which differed from primitive taboos. And consequently, Jewish educators already had a subject for discussion with children, which was the first, albeit small, step towards understanding the norms and principles of justice through education.

After the conquest of Judea by Rome in the VI century. BC. Jewish
the people settled almost all over the world, but its elements
ancient faith and traditions of education to this day continue
persist, and centuries-old discussions have been going on around them.
Education and school Ancient Iran is a country that
in ancient Iran, ruyu was inhabited by °D IN from the most mysterious

nyh peoples of the Earth - the Aryans. Hindus, Germans, Celts, Italians, Greeks, Balts, some Slavic peoples are in historical relationship with the Aryans, traces of which were found not only in Western Europe, but also in the Himalayas, and in Mongolia, and in the Urals. I IjicMcua of the ancient Persians were in the 1st c. BC. the Middle Eastern branch of the Aryans and were united by a faith that originated, perhaps from the Indian Vedas, which later became the basis for many independent beliefs. Zoroastrianism is another example of monotheism. Here, the worship of the main god Ahurmazda, personifying Good in the eternal struggle between Good and Evil, left its mark on the nature of education.

I? Avesta - the prophecies of Zarathushtra, according to modern historians, contain elements that later entered both the Chilean and Roman cultures. Many provisions of the Avesta have something in common with the Torah, and with the Bible, and with the Koran. In ancient Iran, where Zarathushtra was from, peculiar ideas arose about the values ​​of a person, his soul and its relationship with the body.

32 Chapter 2. EDUCATION AND TRAINING IN THE MOST ANCIENT STATES

Thus, Zarathushtra argued that man is like God, and his soul is part of God's power. The meaning of life consists in the realization of the power given by God to fight evil - evil spirits (devas) that live in the person himself in the form of death, barrenness, deceit, laziness, envy, hypocrisy, and the establishment of the kingdom of Good. This made the religion of the Iranians, although abstract, but with a highly developed ethical principle.

Family education among the ancient Iranians, as well as among other Eastern peoples, was very strict. Until the age of seven, everything was allowed to the child, there were no prohibitions, but after this period he had the right to disobey only three times, for the fourth time the death penalty awaited him. Such cruelty, apparently, was the other side of the idea of ​​purity. A child who was not able to learn the requirement to obey three times was considered inferior, “impure”, and all impure was a product of the kingdom of Evil and had to be “cleansed”.

An important means of education in the family among the ancient Iranians was considered to be accustoming children to the performance of numerous rituals that accompanied the whole life of people of that time. At the same time, parents had to explain to their children the basics of religion, in which questions of morality occupied a large place.

Schooling for boys began at the age of 7. The main source of initial knowledge was the Avesta, a collection of sacred books written in a special Avestan script. The students wrote on earthenware shards and on wet clay, using a writing technique similar to that of Babylon. After leaving school, they had the opportunity to receive special military or bureaucratic training, and some - to master the profession of a priest. The future official had to master not only literacy, but also learn to be moderate in life, calm and submissive. Students often had to sleep right on the ground near schools and not always get food. The upbringing of future warriors was even more severe. Heavy exercises of various types were supposed to make the spirit of the future warrior unshakable, and the body - hardy and fast.

Education and School History of Ancient India conditionally
in ancient India divided into two periods: Dravid-

" - " "J" "Sco-Aryan - until the VI century BC and

Buddhist - from the VI century. BC. The peculiarity of Indian culture was its isolation, therefore it is advisable to consider the problems of the development of the school and pedagogical ideas in the Ancient and Medieval (meaning the period of European

Upbringing and school in ancient india 33

Middle Ages) of India, up to the moment of its colonization by Britain in the 18th century, in unity.

The culture of the Dravidian tribes - the indigenous population of India until the first half of the 2nd millennium BC. - approached the level of culture of the early states of Mesopotamia, as a result of which the upbringing and education of children was family-but-school in nature, and the role of the family was dominant. Schools in the Indus Valley presumably appeared in the pre-Aryan period in the 3rd-2nd millennium BC. and were similar in character, as might be supposed, to the schools of ancient Mesopotamia. More than a thousand seals with inscriptions in a peculiar letter, clay inkwells for writing on palm leaves - that's all that has been preserved as cultural and educational monuments from those times. In the 2nd-1st millennium BC. Aryan tribes from ancient Persia invaded the territory of India. Relations between the main population and the Aryan conquerors gave rise to a system that later became known as the caste system: the entire population of Ancient India began to be divided into four castes. The descendants of the Aryans made up the three highest castes: Brahmins (priests), Kshatriyas (warriors) and Vaishyas (communal peasants, artisans, merchants). The fourth - the lowest - caste was the Shudras (employees, servants, slaves). The Brahmin caste enjoyed the greatest privileges. Kshatriyas, being professional soldiers, participated in campaigns and battles, and in peacetime they were supported by the state. Vaishyas belonged to the laboring part of the population. I Powders had no rights.

In accordance with this social division, the upbringing and education of children was based on the idea that each person should develop his moral, physical and mental qualities in order to become a full member of his caste. Among the Brahmins, righteousness and purity of thoughts were considered the leading qualities of eity, among the Kshatriyas - courage and courage, among the Vaishyas - diligence and patience, among the Shudras - humility and resignation.

The main goals of educating children of higher castes in ancient India by the middle of the 1st millennium BC. were: physical development - hardening, the ability to manage one's own tone; mental development - clarity of mind and reasonableness of command; spiritual development - the ability to self-knowledge. (it was read that a person was born to be filled with happiness and I and I. The children of the higher castes brought up such qualities as love for nature, a sense of beauty, self-discipline, (self-control, restraint. The ideal of moral behavior

34 Chapter 2 EDUCATION AND EDUCATION IN THE ANCIENT STATES

Education and school in Ancient India

Denia was considered to promote the common good, the rejection of actions that are detrimental to such a good. Models of education were scooped first of all in the legends about Krishna - the divine and wise king - warrior and shepherd. These legends give a detailed description of family and social education in Ancient India.

The epic Krishna was originally brought up among peers in joint games and work. Later, his parents gave him to the teaching of a wise brahmin. Here, together with fellow students, he studied the Vedas and after sixty-four days had to master various arts and skills - "all human learning."

The ideal of ancient Indian education is revealed in the image of Prince Rama, one of the heroes of the Mahabharata, the epic of the peoples of India. For the Hindus, Rama was a model of a perfect man, the standard of the highest education. This is how Rama seemed to them: “No one could compare with the prince in strength and courage, and Rama surpassed everyone in learning, and education, and wise understanding. Full of virtues, he never boasted or looked for vices in others. Pure in soul, he was affable and meek in manner, gentle and straightforward, respectful with his elders. Constantly during the hours of rest, he practiced martial arts, conducted useful conversations with men wise in age, science and experience. He knew the Vedas, laws and customs, was eloquent and prudent and never deviated from the path of duty.

The Bhagavad Gita, a monument of the religious and philosophical thought of Ancient India, containing the philosophical basis of Hinduism (mid-1st millennium BC), can be considered an example of ancient Indian instructive literature. It was not only sacred, but also an educational book written in the form of a student’s conversation with a wise teacher. Krishna himself appears here in the form of a teacher, and the king's son Arjuna appears in the form of a student, who, getting into difficult life situations, sought advice from the teacher and, receiving explanations, rose to a new level of knowledge and performance of actions. The training was to be built in the form of questions and answers: first, the presentation of new knowledge in a holistic form, then consideration of it from various angles. At the same time, the disclosure of abstract concepts was combined with specific examples.

The essence of training, as follows from the Bhagavad Gita, was that the student was consistently assigned tasks of a particular sods, gradually becoming more complicated.