How we studied at the Mesopotamian school. The emergence and organization of schools in ancient Mesopotamia

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The first centers of culture arose on the shores of the Persian Gulf in Ancient Mesopotamia (Interfluve). It was here, in the Tigris-Euphrates delta, in the 4th millennium BC. the Sumerians lived (interestingly, it was only in the 19th century that it became clear that people had lived in the lower reaches of these rivers long before the Assyrians and Babylonians); they built the cities of Ur, Uruk, Lagash and Larsa. To the north lived the Akkadian Semites, whose main city was Akkad.

Astronomy, mathematics, and agricultural technology successfully developed in Mesopotamia, original writing and a system of musical notation were created, the wheel and coins were invented, and various arts flourished. In the ancient cities of Mesopotamia, parks were laid out, bridges were erected, canals were laid, roads were paved, and luxury houses for the nobility. In the center of the city stood a cult building-tower (ziggurat). The art of ancient peoples may seem complex and mysterious: the subjects of works of art, techniques for depicting a person or events, ideas about space and time were then completely different than now. Any image contained an additional meaning that went beyond the plot. Behind each character in a wall painting or sculpture there was a system of abstract concepts - good and evil, life and death, etc. To express this, the masters resorted to the language of symbols. Not only scenes from the life of the gods, but also images of historical events are filled with symbolism: they were understood as a person’s report to the gods.

IN initial period Since the emergence of writing in Sumer, the goddess of harvest and fertility, Nisaba, was considered the patroness of scribes. Later, the Akkadians attributed the creation of scribal art to the god Nabu.

Writing is believed to have originated in Egypt and Mesopotamia at approximately the same time. The Sumerians are usually considered the inventors of cuneiform writing. But now a lot of evidence has accumulated that the Sumerians borrowed writing from their predecessors in Mesopotamia. However, it was the Sumerians who developed this writing and put it on a large scale at the service of civilization. The first cuneiform texts date back to the beginning of the second quarter of the 3rd millennium BC. e., and after 250 years an already developed writing system was created, and in the 24th century. BC. Documents appear in the Sumerian language.

The main material for writing from the time of the emergence of writing and at least until the middle of the 1st millennium was clay. The writing tool was a reed stick (style), the cut angle of which was used to press characters into wet clay. In the 1st millennium BC. e. In Mesopotamia, leather, imported papyrus, and long narrow (3-4 cm wide) tablets with a thin layer of wax, on which they wrote (probably with a reed stick) in cuneiform, also began to be used as writing materials.

The centers of scribal work were temples. Apparently, the Sumerian school arose as an appendage of the temple, but over time it separated from it, and temple schools appeared.

By the middle of the 3rd millennium there were many schools throughout Sumer. During the second half of the 3rd millennium, the Sumerian school system flourished, and from this period tens of thousands of clay tablets, texts of student exercises performed in the process of school curriculum, lists of words and various objects.

The school premises found during excavations were designed for a small number of children. Judging by the size of the courtyard where classes were supposedly held in one Ur school, 20-30 students could fit there. It should be noted that there were no classes; older and younger students studied together.

The school was called e dubba (Sumerian for “house of the tablet”) or bit tuppim (in Akkadian with the same meaning). The teacher in Sumerian was called ummea, the student in Akkadian talmidu (from tamadu - “to learn”).

The Sumerian school, as in more late times, trained scribes for economic and administrative needs, primarily for the state and temple apparatus.

During the heyday of the ancient Babylonian kingdom (1st half of the 2nd millennium BC), palace and temple edubbas played a leading role in education. They were often located in religious buildings - ziggurats - and had many rooms for storing tablets, scientific and training sessions. Such complexes were called houses of knowledge.

The main method of education at school, as in the family, was the example of elders. Training was based on endless repetition. The teacher explained texts and individual formulas to the students, commenting on them orally. The written tablet was repeated many times until the student memorized it.

Other teaching methods also emerged: teacher-student conversations, teacher explanation of difficult words and texts. The technique of dialogue-argument was used, not only with a teacher or classmate, but also with an imaginary subject. At the same time, the students were divided into pairs and, under the guidance of the teacher, they proved, affirmed, denied and refuted certain judgments.

Severe cane discipline reigned at school. According to the texts, students were beaten at every turn: for being late for class, for talking during class, for standing up without permission, for bad handwriting, etc.

In the centers of ancient culture - Ur, Nippur, Babylon and other cities of Mesopotamia - starting from the 2nd millennium BC, for many centuries, collections of literary and scientific texts. Numerous scribes of the city of Nippur had rich private libraries. The most significant library in ancient Mesopotamia was that of King Ashurbanipal (668 – 627 BC) in his palace in Nineveh.

Of course, in Mesopotamia at all times only boys were educated in schools. The isolated cases where women received education can be explained by the fact that they studied at home from their scribe fathers.

Only a small proportion of scribes who graduated from school could or chose to engage in teaching and scientific work. The majority, after completing their studies, became scribes at the court of the kings, in temples, and much less often in the households of rich people.

We examined the most important issues related to the emergence and development of the school. The significance of the oldest schools on Earth was great. Despite the difficult lot of the student that befell him during his studies (as follows from the texts cited earlier), scribal education was necessary for subsequent career advancement. Those who completed the house signs could be called happy. Without these houses, this place probably wouldn't have signs. ancient people such a high culture - they knew how not only to read, multiply and divide, but also write poetry, compose music, they knew astronomy and mineralogy, created the first libraries and much more. Studying history is always very exciting and, in addition, helps to understand the experience accumulated by mankind and compare it with today, i.e. gives more and more new “food for thought”.

The origins of education in primitive society
- The origin of education, its formation
  - The origin of education, its formation - page 2
  - The origin of education, its formation - page 3
- The origin of techniques and organizational forms education
  - The origin of techniques and organizational forms of education - page 2
  - The origin of techniques and organizational forms of education - page 3
- The emergence of inequality in education in the conditions of the decomposition of the primitive communal system
Education and training in the ancient states of the Near and Far East
- General and specific in the genesis of school and education in the ancient civilizations of the Near and Far East
  - General and special in the genesis of school and education in the ancient civilizations of the Near and Far East - page 2
- - “Houses of tablets” in Mesopotamia (Mesopotamia) - page 2
  - “Houses of tablets” in Mesopotamia (Mesopotamia) - page 3
- School in Ancient Egypt
  - School in Ancient Egypt - page 2
- Education and school in Ancient India
  - Education and school in Ancient India - page 2
  - Education and school in Ancient India - page 3
- School business and the emergence of pedagogical thought in Ancient China
  - School business and the emergence of pedagogical thought in Ancient China - page 2
  - School business and the emergence of pedagogical thought in Ancient China - page 3
Upbringing and education in the ancient world
- The Origin of Writing in the Aegean Culture
- Education of children and youth in archaic Greece IX-VIII centuries.
- Education and pedagogical thought in Ancient Greece in the VI-IV centuries.
  - Education and pedagogical thought in Ancient Greece in the VI-IV centuries. - page 2
  - Education and pedagogical thought in Ancient Greece in the VI-IV centuries. - page 3
  - Education and pedagogical thought in Ancient Greece in the VI-IV centuries. - page 4
  - Education and pedagogical thought in Ancient Greece in the VI-IV centuries. - page 5
- Enlightenment in the Hellenistic era
  - Enlightenment in the Hellenistic era - page 2
  - Enlightenment in the Hellenistic era - page 3
  - Enlightenment in the Hellenistic Age - page 4
  - Enlightenment in the Hellenistic era - page 5
- Upbringing, education and pedagogical thought in Ancient Rome
  - Upbringing, education and pedagogical thought in Ancient Rome - page 2
  - Upbringing, education and pedagogical thought in Ancient Rome - page 3
  - Upbringing, education and pedagogical thought in Ancient Rome - page 4
- The emergence of the Christian tradition of education
  - The origins of the Christian tradition of education - page 2
- Education on the periphery of the Roman Empire in the first centuries AD
  - Education on the periphery of the Roman Empire in the first centuries AD - page 2
Enlightenment and pedagogical thought in Byzantium
- The main stages of the development of education in Byzantium
  - The main stages of the development of education in Byzantium - page 2
  - The main stages of the development of education in Byzantium - page 3
- Upbringing and education in Byzantium
  - Upbringing and education in Byzantium - page 2
  - Upbringing and education in Byzantium - page 3
- Pedagogical thought in Byzantium
  - Pedagogical thought in Byzantium - page 2
  - Pedagogical thought in Byzantium - page 3
  - Pedagogical thought in Byzantium - page 4
- Byzantine influence on further development enlightenment
  - Byzantine influence on the further development of education - page 2
  - Byzantine influence on the further development of education - page 3
- Development of church culture
  - Development of church culture - page 2
  - Development of church culture - page 3
  - Development of church culture - page 4
- Pedagogical thought and the school of the Renaissance
  - Pedagogical thought and school of the Renaissance - page 2
  - Pedagogical thought and school of the Renaissance - page 3
  - Pedagogical thought and school of the Renaissance - page 4
- The Reformation and its policy in the field of education and upbringing
  - The Reformation and its policies in the field of education and upbringing - page 2
- Jesuit education system during the Counter-Reformation period
Education, school and pedagogical thought among the peoples of the East in the Middle Ages
- Practice and education in the countries of the Near and Middle East
  - Practice and education in the countries of the Near and Middle East - page 2
- Pedagogical thought of the Near and Middle East in the Middle Ages
- Pedagogical ideas of scientists of the Arab East
  - Pedagogical ideas of scientists of the Arab East - page 2
  - Pedagogical ideas of scientists of the Arab East - page 3
- Enlightenment on the territory of the medieval states of Transcaucasia
  - Enlightenment on the territory of the medieval states of Transcaucasia - page 2
- Education and school in medieval China
  - Education and school in medieval China - page 2
  - Education and school in medieval China - page 3
  - Education and school in medieval China - page 4
- Education and pedagogical thought in medieval India
  - Education and pedagogical thought in medieval India - page 2
- Education in Ancient Rus' and the Russian State
  - Education in Ancient Rus' and the Russian State - page 2
  - Education in Ancient Rus' and the Russian State - page 3
  - Education in Ancient Rus' and the Russian State - page 4
  - Education in Ancient Rus' and the Russian State - page 5
- Education in the Russian state of the XIV-XVII centuries.
- Pedagogical thought in Ancient Rus' and the Russian state
  - Pedagogical thought in Ancient Rus' and the Russian state - page 2
  - Pedagogical thought in Ancient Rus' and the Russian state - page 3
  - Pedagogical thought in Ancient Rus' and the Russian state - page 4
School and pedagogy in countries Western Europe and in North America in the XVII-XVIII centuries.
- School and pedagogy in Western Europe and North America
- Pedagogical ideas of V. Rathke
- Pedagogical ideas of J.A. Komensky
  - Pedagogical ideas of J.A. Komensky - page 2
  - Pedagogical ideas of J.A. Komensky - page 3
  - Pedagogical ideas of J.A. Komensky - page 4
  - Pedagogical ideas of J.A. Komensky - page 5
  - Pedagogical ideas of J.A. Komensky - page 6
- Education and pedagogical thought in Western European countries early XVIII V.
  - Education and pedagogical thought in Western Europe by the beginning of the 18th century. - page 2
- Movement for the renewal of school education and teaching methods
  - Movement for the renewal of school education and teaching methods - page 2
  - Movement for the renewal of school education and teaching methods - page 3
- School education in England in the 17th-18th centuries.
  - School education in England in the 17th-18th centuries. - page 2
- Empirico-sensualistic concept of upbringing and education of John Locke
  - Empirical-sensualistic concept of upbringing and education of John Locke - page 2
  - Empirico-sensualistic concept of upbringing and education of John Locke - page 3
  - Empirico-sensualistic concept of upbringing and education of John Locke - page 4
- Pedagogical thought in France in the 18th century.
- Pedagogical concept of Jean-Jacques Rousseau (1712-1778)
  - Pedagogical concept of Jean-Jacques Rousseau (1712-1778) - page 2
  - Pedagogical concept of Jean-Jacques Rousseau (1712-1778) - page 3
  - Pedagogical concept of Jean-Jacques Rousseau (1712-1778) - page 4
- Reform projects public education during the era of the French Revolution (1789-1794)
  - Projects of reforms of public education during the era of the Great French Revolution (1789-1794) - page 2
  - Projects of reforms of public education during the era of the Great French Revolution (1789-1794) - page 3
- School in the North American States during the Age of Enlightenment
  - School in the North American States during the Age of Enlightenment - page 2
  - School in the North American States during the Age of Enlightenment - page 3
  - School in the North American States during the Age of Enlightenment - page 4

“Houses of tablets” in Mesopotamia (Mesopotamia)

Originated in 3200 BC. e. in the interfluve of the Tigris and Euphrates states (Sumer) and existed here until 100 BC. e., other ancient states, such as Babylon and Assyria, had a fairly stable and resilient culture. Astronomy, mathematics, and agricultural technology successfully developed here, original writing and a musical recording system were created, and various arts were developed. In the ancient cities of Mesopotamia, for example, parks and boulevards were laid out, artificial canals with bridges were built, and comfortable houses were erected for the nobility. In the center of each city there was a cult building - a tower (ziggurat). Almost every city had schools.

These schools arose 3 thousand years BC. e. as a result of the development of the economy and culture, the increasing need for literate people - scribes. Scribes stood quite high on the social ladder. The first schools for their preparation in Mesopotamia were called “houses of tablets” (in Sumerian “edubba”). They got their name from clay tablets on which cuneiform was written. The first tablets of a clearly school nature date back to the 3rd millennium BC. e. The letters were carved with a wooden chisel onto a damp tablet, which was then fired. At 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 edubbs apparently arose in scribe families. Then palace and temple “houses of tablets” appeared. Cuneiform clay tablets, which are material evidence of the development of civilization in Mesopotamia, allow us to recreate the picture of these schools. Tens of thousands of such tablets have been discovered in the ruins of palaces, temples and dwellings. These are, for example, tablets from the library and archives of the city of Nippur. Among the primary sources, it should be noted, first of all, chronicles and annals, for example the chronicle of Ashurbanipal (668-626 BC). Ancient texts help judge the level of culture and education.

Such texts include, say, the laws of the king of Babylon Hammurabi (1792-1750 BC), the laws of Assyria in the second half of the 2nd millennium BC. e. Edubba students lived at home. Gradually the edubbs acquired autonomy. In general, schools were small with one teacher; His responsibilities included managing the school and making new model tablets, which the students memorized by copying them into exercise tablets. In large “houses of tablets” there were special teachers of writing, counting, drawing, etc. In large edubbas there could also be a special manager who monitored order and discipline.

Education in schools was paid. The payment could be high and depended on the authority of the teacher. To gain additional attention from the teacher, parents made offerings to him.

At first, the goals of schooling looked narrowly utilitarian: training scribes necessary for economic life. Later, edubbas gradually began to turn into centers of culture and education. Large book depositories arose under them, for example the Nippur Library in the 2nd millennium BC. e., Nineveh Library in the 1st millennium BC. e.

The emerging school educational institution nourished the traditions of patriarchal family education and at the same time craft apprenticeship. The family-community structure of the school remained unchanged throughout the history of the ancient states of Mesopotamia. The family was playing main role in raising children. As follows from the Code of Hammurabi, the father was responsible for preparing his son for life and was obliged to pass on his craft to him.

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“Ancient civilizations of the East” - Pyramid of Cheops and temple. Plant. Inventions. Phoenicia. Tea. Hammurabi. China. The Ancient East. Ancient state. Papyrus. Error. Egypt. Name historical figure. Countries of the Eastern Mediterranean. Historical monuments. Cotton. Ziggurat. Palestine. Cuneiform and clay tablet. Stupa and column 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 Sumerian. 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 contributions did the peoples make Ancient East into world culture. Asia Minor. Euphrates River. Writing of the countries of the Ancient East. Peoples of the Ancient East. Channel. The highest virtue. States of the Ancient East. Respect for elders. Prisoners. Indians. Hindustan. What did the ancient inhabitants of India treat snakes with? Cuneiform.

“Ancient Western Asia” - Administration 30 What were the secret police officials in Persia called? Alphabet. Glass. Scores at the end of the game are given by the teacher based on the participants’ personal scores and the team’s achievements. Ashurbanipal. Education and art 10 This was the name of the school in Ancient Mesopotamia. Writing 10 This is what the icons on clay tablets were called.

“India and China in ancient times” - 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. Shan State. Confucius. Traits historical development Ancient East. The era of "warring kingdoms".

“Ancient Mesopotamia” - What activity is it about? we're talking about. Lesson question. Ancient Mesopotamia. Dictionary. Trade. Writing. In Southern Mesopotamia there was a shortage of many types of raw materials. Nature and geographical location. The basis of life here was water. Cuneiform.

There are a total of 34 presentations in the topic

Ancient Mesopotamia

This is a lesson in learning new material.

Goal: to introduce schoolchildren to geographical location and the nature of Ancient Mesopotamia, with the occupations of the population, religious beliefs and culture of this country.

Lesson equipment:

map "Egypt and Western Asia in antiquity"
textbook “Saplin “History of the Ancient World”
planks and sharp sticks
On the board there is a plan for a conversation with the genie to make the work easier for students.

At the beginning of the lesson, I remind the children that Ancient Egypt, the history of which they studied, was not the only civilization of the Ancient East:

In the valley through which the Tigris river flows And Euphrates, since ancient times there have been centers of agriculture. The country located along the banks of these rivers is called Mesopotamia or Mesopotamia. About her ancient history for many centuries they knew quite little - after all, on the sheet of many of the earliest settlements there were no ruins of cities, no remains of temples, no majestic royal tombs, similar to the Egyptian pyramids, are just clay hills. On the lands of Mesopotamia there was no stone, no forest, no minerals, and the country was the richest. The question naturally arises - why? But there are other, no less interesting questions. For example, this: why do we divide an hour into 60 minutes, and a minute into 60 seconds? All these questions need to be addressed to the ancient inhabitants of Mesopotamia. Let's take this jug and rub it - what will happen? That's right, we'll see the genie. Let's try to imagine what kind of conversation we could have with a gin from Mesopotamia.
Oh, merciful Shamash! You rule over the inhabitants of the Universe, you take care of the oppressed! Where am I?

The guys answer that the gin got into the school, and in response to a perplexed question, they explain what it is.

Oh, so that means I'm in the house of signs - that’s what we call schools, but poor children cannot attend them. How can I return to my homeland? Do you know where Mesopotamia is located?

Schoolchildren don't know.

Or maybe you know where Egypt is?

The guys show the territory of Egypt on the map.

Oh, I've been to Egypt once. Many poor people, in order to earn money, are hired there as drivers in a merchant caravan. Since you know where Egypt is, I will tell you how to get from there to my country: you need to go a very long way through the isthmus between the Mediterranean and the Red Sea, along the Sinai Peninsula, cross the desert - and here we are in my flourishing country (the route is shown on map). Mesopotamia is no longer Africa; this territory is considered part of Western Asia(working with Fig. No. 1 can be the answer to questions about rivers, plants, nature).

The work is accompanied by a conversation (the children sketch it for themselves).

In summer it is very hot here, up to 50°. Does this happen to you?
And in winter it rains. And you?
Snow? And what is it?
These are our rivers, fast, stormy: we love and fear them.When the guys asked “why?” - answer:
Do you know what a powerful flood the Tigris and Euphrates have! He demolishes the shacks of the poor. Embankments are made along the river so that during a flood the river does not wash away the village and carry away the crops from the fields. But the river is not only a source of disaster, but also a nurse. Why do you think I call her that?

The guys guess that, probably, like the Nile in Egypt, the Euphrates and Tigris in Mesopotamia, brought fertile silt to the fields.

Yes, our land is good, soft, fertile, and produces excellent harvests. But you have to work a lot, build canals to irrigate fields, clean them of sand.

The guys keep asking questions: what do you grow, what do the residents do?

Since we have such beautiful lands, our main occupation is agriculture. We also have orchards with apple trees, pomegranate trees, fig trees. And, of course, we grow date palms. Are you dates? We love them too, we eat them fresh and dried; we heat the stove with bones, with leaves date palm we weave mats, ropes, and use palm wood in construction; however, many houses are not built of wood.Schoolchildren ask what the peasants' houses are made of. Jin asks them to guess. Then he says that in his country there is almost no good wood, but there is a material from which a lot can be made. This is clay.
What do you make from clay? -students ask.
Now I will tell you and even show you. Residents of Mesopotamia often did not even burn bricks, but simply dried them in the sun; they also made lamps and dishes from clay. We also believe that God even sculpted man from clay. The rich buy stone or wood for their buildings, and the poor build houses from clay. There's just one problem - the door. It can't be made from clay. But we need to do it. I weave it from date palm leaves.

So the conversation continues.

What gods do you believe in?
Most of all we worship the sun god Shamash. The peasants also love the good god of water Ea - he nourishes the fields with moisture. They pray to the goddess Ishtar to grant fertility to the field.
Do you have temples, priests?
Our temples are like high stepped mountains. There, at the top of the temple, where ordinary people are not allowed to go, our priests talk with the gods. Priests
These are very wise and respected people, they can predict fate by the stars, they also predict a lunar eclipse.

We were told that your priests know why we divide an hour into 60 minutes and a minute into 60 seconds.

I, a simple genie, don’t know this, but our priests count well, and the number 60 is considered sacred among them.
Do you build pyramids?
I saw the pyramids in Egypt. No, we are not building pyramids. But it would be better to engage in such construction. What is happening here is much worse.
What's going on with you?
I don't even want to tell you. Please read about this in your textbook.

The students are reading.

Now do you understand why I didn’t want to tell you?
Yes, in Mesopotamia they force people to drink poison so that they can serve their master even after death, -the guys answer.
Is this true in Egypt? - I ask.

The guys remember the features of the Egyptian funeral detachment.

Can you write? - the question follows.
No, I, poor poor genie, didn’t go to the house of signs - by the way, do you remember that’s the name of our school?
Why are your schools called that way?
Yes, because our students do not have notebooks and books like yours. Students make their own notebooks. Can you guess what? That's right, made of clay; With sharp sticks they write on a damp clay tablet. Look at the picture in the textbook - this is what our school looks like. Students of different ages work out together. It takes many years for boys (only boys go to school) to learn reading, writing, counting and astronomy, to learn our stories and myths. I see tablets and sharp sticks on your desks, let’s imagine that we are in the school of Mesopotamia, that the plasticine that covers the tablets is clay, and I am your teacher, or, as we say, the father of the house of tablets. Take a stick and draw mini lines. Now look at the board. At first, in Mesopotamia they tried to write with drawings, this is how they depicted the word “leg” -

and so is the plow (I draw it on the board). Now write these words on your signs. Semi-

is it expected? And whoever does it poorly will get a cane on the wrist. Yes, that’s exactly how we treat

make careless students mad. Yes, there are some things you don't do very well. But I won't hit you

I understand that clay is not papyrus, you can’t draw beautifully. So in Mesopotamia, over time, they began not to draw, but to imprint cuneiform signs on clay with sticks. Like this:

Now try to write the same words on a clay tablet, but in cuneiform characters. Now you get it clearly and beautifully. Now you understand why our letter is called cuneiform?
Yes, you squeeze out wedges on clay, this is your letter.
We have books, they are also made of clay; the book is a stack of clay tablets covered with small cuneiform characters. In order not to scatter the tablets or mix them with others, they were stored in boxes.
Do you remember what the ancient Egyptian letter was called?
Hieroglyphs.
What did they mean?
Or a word, or a consonant letter, or several consonant letters.
So cuneiform characters can denote a whole word or a combination of sounds. To learn to write, you need to learn several hundred characters and practice for many years. Poor people need to work in field, That's why they don't go to the house with signs. And our rules there are very strict.
We've talked about a lot of things, guys, it's time for me to go home. Goodbye.

Now I'm a teacher again.

Guys, has our guest left? Did you ask about everything? Did everyone find out? Let's check.

Schoolchildren are offered questions:

What's common in natural conditions Ancient Egypt and Mesopotamia?
What's common in funeral rites ancient egyptians m residents of Mesopotamia? What are the differences?
Why are the temples and cities of Mesopotamia poorly preserved?
Why did the writing signs in Mesopotamia have a wedge-shaped shape?

At home: §13 and creative task:

Every country in our time has a coat of arms, and cities also have their own coats of arms. The coat of arms can tell us about the past of a country or city, about nature, about the occupations of the population, etc. Think about what the coat of arms of Ancient Mesopotamia might have looked like - if the custom of drawing up coats of arms had already been known at that time.

1. Education and training in Ancient Egypt.

2. Schools in Mesopotamia.

1. First information about schooling in Egypt date back to the 3rd millennium BC. e. School and education in this era were supposed to form a child, teenager, young man in accordance with what had developed over thousands of years ideal person: a man of few words, who knew how to endure hardships and calmly accept the blows of fate. All training and education proceeded in the logic of achieving such an ideal. Played a huge role in Ancient Egypt family education:

Boys and girls were given equal attention;

Children learned the idea that a righteous life on earth determines a happy existence in the afterlife;

The child, first of all, had to learn to listen and obey;

The naturalness and necessity of physical punishment was recognized;

The custom is to pass on a profession by inheritance - from father to son. Kind public Schools existed in temples, palaces of kings and nobles.

Character traits education in ancient Egyptian schools.

The main goal was the training of service scribes, who made up the administration of the Egyptian state;

School didactics were distinguished by utilitarianism;

Education, as a rule, began at the age of 5;

Professional education sometimes lasted up to 25 - 30 years;

The students were supposed to treat the teacher as a father;

The school not only provided a wealth of knowledge, but also cultivated a style of behavior;

Corporal punishment was widely used;

· the basis of education is training complex system letters: students copied the entire text, the letter was considered the “word of God”;

· education also included knowledge of religious texts and magical formulas;

· training was based on memorizing texts;

· mathematical problems were usually of a practical nature;

· great importance was attached to learning to play musical instruments.

2. Sumerian schools originally existed at temples. The temples in Sumer played an important economic role and maintained a large economy that required written documentation and the training of competent personnel.

Apparently, already in the middle of the 3rd millennium BC. e. a type of school developed that was common to all Sumerian cities.

Due to the collapse of temple households at the beginning of the 2nd millennium BC. e. Temple schools are also losing their importance, giving way to private schools, opened with the approval of the authorities in all cities. The teachers in them were usually practicing scribes, who charged regular fees from students and also received one-time incentives. Education in Mesopotamian schools:

Usually from 12 to 20 students per teacher;

Corporal punishment (for being late, misbehaving, standing up without permission, bad handwriting);

Most of the students were from noble families, but there were also children of artisans, shepherds, fishermen and even slaves;

Schooling began at ages 5-7 (the first stage lasted 3-4 years);

Vocational training the young man received by the age of 20 - 25;

As a rule, only boys studied in schools;

The main focus was on the study of language and literature;

The students practiced translations and memorization of religious and magical Sumerian texts;

The text was rewritten many times, the teacher commented on individual formulas;

General training also included the basics of arithmetic and geometry;

Lists of words on a specific topic were memorized, including special terms priests, jewelers, lawyers;

Students were often given professional information about various crafts; they studied the famous Laws of Hammurabi;

At the head of the Sumerian school was the “father of the school,” his assistants were called “elder brothers”;

Schools had libraries of cuneiform texts (for which they were called "houses of tablets") and were centers of culture.

At the same time, it began to take shape special literature that served the school. The first dictionaries and anthologies, designed in the form of cuneiform tablets, appeared in Sumer 3 thousand years BC. e. They included teachings, edifications, and instructions.

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