For Boys (primarily upper-class):
* Early Childhood (ages 7-14): This stage focused on basic literacy and numeracy, often taught by a *paidagogos* (not a pedagogue in the modern sense, but more of a slave or freedman whose role was to accompany the boy to and from school and generally supervise him). The *paidagogos* didn't necessarily teach, but ensured the boy's safety and behaved appropriately. Basic instruction in reading, writing (on wax tablets), and arithmetic would be provided by a private tutor or in a small school.
* Secondary Education (ages 14-18): This phase emphasized the development of a well-rounded citizen. Boys attended a *gymnasion*, where they studied:
* Grammar: The study of literature, particularly Homeric epics, aimed at developing eloquence and a sense of civic duty.
* Music: This included playing the lyre and learning poetry and song, fostering aesthetic appreciation and discipline.
* Gymnastics: Physical training was crucial, emphasizing strength, agility, and discipline, preparing young men for military service. This included wrestling, running, and other athletic activities.
* Rhetoric: The art of persuasive speaking was highly valued, preparing boys for participation in the democratic process and legal proceedings.
* Higher Education (optional): Only a select few went on to higher education, studying philosophy, rhetoric, and other advanced subjects with renowned teachers such as Socrates, Plato, and Aristotle.
For Girls (all classes):
Girls' education was vastly different and significantly less comprehensive. It largely centered on:
* Domestic skills: Girls were primarily educated at home by their mothers or female slaves. This training focused on managing a household, weaving, spinning, cooking, and other necessary skills for managing a home and raising children.
* Limited literacy: Some girls from wealthier families might receive basic literacy instruction, but this was not widespread.
* Music and graceful arts: Like boys, girls might learn music, but more as an accomplishment than as a core subject.
State's Role:
While the state didn't directly manage education, it did:
* Sponsor some public festivals and competitions: These events fostered a sense of civic pride and showcased the skills learned in schools.
* Emphasized the importance of certain subjects: The state's value on a well-rounded, educated citizenry influenced the curriculum.
* Used education to instill civic virtues: The focus on literature, rhetoric, and physical training was partly intended to create citizens who were virtuous, eloquent, and capable of defending Athens.
In short, Athenian education was a multifaceted system heavily influenced by social class and gender. Boys from wealthy families had access to a comparatively extensive education that prepared them for leadership in the democratic polis, while girls' education was primarily confined to domestic skills. The state's role was indirect, but its influence on the values and skills emphasized in education was significant.