Series: 1)History of Education
Education in ancient times
I am planning to create a series of articles, using some sources, starting from education in ancient times and reaching contemporary educational movements and the subject of education in the Republic of Turkey. I will definitely incorporate my personal views in some places and make quotations in others. I believe it will be an enjoyable series of articles.
The history of human development and transformation has been largely named and categorized by European historians and social scientists of the 19th century. According to this classification, the period from the invention of writing to the division of the Roman state in the year 395 AD is referred to as the Ancient Era or Antiquity.
It is known that writing was first discovered by the Sumerians around 3000–3500 BCE. The Sumerians kept records on various aspects of daily life, ranging from state affairs, traditions, and rituals to the procedures in temples, economics, and library catalogs. They left a written legacy in a wide range of fields. One significant aspect of this legacy is the education and school activities among the Sumerians.
The transformation of education into a public service in today’s sense, involving all individuals and families in society, the establishment of state schools, and education becoming a necessity for almost everyone largely occurred after the 18th century. The term for this innovation is ‘modern education.’ During this period, profound and widespread social, political, technological, economic, and cultural changes took place. Following these changes, today’s public/private schools (modern education) emerged, and education, at least at the elementary level, became compulsory and free for different segments of society. Simultaneously, this education began to be implemented under strict supervision and control of the state, within a specified program, and largely imbued with a secular content. In the Ancient Era, formal education primarily served a narrow elite rather than broad segments of society.
However, in various societies, some opportunities have been made available for ordinary children to attend school in the name of the ‘circulation of the elite,’ leaving doors open. This situation is more common in societies without a rigid class structure. In many European states and in societies with strict class structures such as India and Iran, it has been nearly impossible for the common people to benefit from formal education institutions since ancient times.
Education in Sumerian, Babylonian, Akkadian and Assyrian Civilizations
It is assumed that the first structures resembling schools in history were established by the Sumerians. Tablets belonging to the Sumerian civilization contain records of school logs, stories, and activities. Accordingly, in Sumer, schools with a predominantly religious and vocational nature were opened. Training officials for the economic and administrative needs of the country, especially for the palace and temples, was deemed necessary. Therefore, writing and arithmetic were considered important skills in these schools.
In Sumerian, schools were not intended for the general public. Only the children of the wealthy, rulers, and clergy could attend. Additionally, it is known that women and girls were not involved in education. School attendance was not mandatory, and education took place within a specific time frame. In the school, there was a “head teacher” or “supervisor” called ummia. Alongside the head teacher, there were assistant staff referred to as “school elder brothers.” Students were also called “school sons.”
In Sumerian schools, there was strict discipline. The school day would start in the early morning and continue until the evening, with designated days off. Homework was assigned, checked, and breaks were taken during the school day.
It is known that the first libraries and catalogs in history were established in Sumer and other Mesopotamian civilizations. These places housed a large number of books, and those who wished could read them.
When we look at the educational institutions and the operational structure of the Sumerian civilization, it is possible to find almost all prototypes of today’s education, thinking, and rituals. In fact, with some developed and renewed methods of learning and teaching, along with instructional tools and materials, there is not a significant difference in terms of fundamental elements between Sumerian education system and today’s education.
A Student’s School Diary in Sumerian Tablets…
Where did the schoolchild go early in the morning?” The child responds, “I went to school.” The writer asks, “What did you do at school?” The child answers this question in his diary, covering almost half a page. “I memorized my tablet, had my lunch, prepared my new tablet, and finished it. Then they gave me my oral question. In the afternoon, they gave me my written homework. When I left school, I went home, entered the house, and found my father sitting there. I told my father that I had written homework. Then I recited my tablet by heart to him. My father was pleased. When I woke up early in the morning, I turned to my mother and said, ‘Give me my lunch; I want to go to school.’ My mother gave me two round buns. I set out on the road. I went to school. The one taking attendance at school said to me, ‘Why are you late?’ I came in front of the teacher with fear and a pounding heart and bowed with respect.”
However, whether kneeling in respect or not, this student seems to have had a tough day. He faces a reprimand from the school official with scolding words like “stand up, go to the door.” Worst of all, his own teacher tells him, “Your hand (your copying, writing ability) is not good at all” and punishes him.
(N. S. Kramer, Tarih Sümer’de Başlar, Ankara: 1988, pp. 7–8.)
It is known that in prominent civilizations like Assyria and Akkad, which lived in Mesopotamia, there were educational spaces and practices similar to those of the Sumerians. Particularly in Akkad, women were given special importance, and they played active roles in various aspects of daily life. It is said that there were many practices related to family education in this community.
Especially for the continuation of the rights and responsibilities of the clergy class, rigorous training was conducted in temple environments. Additionally, records related to economic income and expenses were kept in the temples. This practice became a significant factor in the development of the economy and law.
In the later periods of the Babylonians and Assyrians, a change and decline occurred in the education of women and children. There was a lack of organization in the education of children. During this period, religious music took precedence in schools. Many other cultures and civilizations in the nearby regions were influenced by these developments.
