Greco Roman Civilization

Greco-Roman Civilization
Under the Roman Empire, hundreds of territories were knitted into a single state.
Each Roman province and city was governed in the same way. The Romans were
proud of their unique ability to rule, but they acknowledged Greek leadership in
the fields of art, architecture, literature, and philosophy.
By the second century B.C., Romans had conquered Greece and had come to
greatly admire Greek culture. Educated Romans learned the Greek language. As
Horace, a Roman poet, said, Greece, once overcome, overcame her wild conqueror.
The mixing of elements of Greek, Hellenistic, and Roman culture produced
a new culture, called Greco-Roman culture. This is also often called
classical civilization.
Roman artists, philosophers, and writers did not merely copy their Greek and
Hellenistic models. They adapted them for their own purposes and created a style
of their own. Roman art and literature came to convey the Roman ideals of
strength, permanence, and solidity.
Roman Fine Arts

Romans learned the art of sculpture from the Greeks.
However, while the Greeks were known for the beauty and idealization of their
sculpture, Roman sculptors created realistic portraits in stone.
Much Roman art was practical in purpose, intended for public education.
The reign of Augustus was a period of great artistic achievement. At that time
the Romans further developed a type of sculpture called bas-relief.
In bas-relief, or low-relief - images project from a flat background. Roman sculptors

used bas-relief to tell stories and to represent crowds of people, soldiers in battle, and
landscapes.
Roman artists also were particularly skilled in creating mosaics. Mosaics were
pictures or designs made by setting small pieces of stone, glass, or tile onto a
surface. Most Roman villas, the country houses of the wealthy, had at least one
colourful mosaic.
Romans excelled at the art of painting. Most wealthy Romans had
bright, large murals, called frescoes, painted directly on their walls.
Few have survived.

The best examples of Roman painting are found in the Roman town of
Pompeii and date from as early as the second century B.C. In A.D. 79,
nearby Mount
Vesuvius erupted, covering Pompeii in a thick layer of ash and killing about
2,000
residents. The ash acted to preserve many buildings and works of art.
Learning and Literature
Romans borrowed much of their philosophy from the Greeks.
Stoicism, the philosophy of the Greek teacher Zeno, was especially

influential.
Stoicism encouraged virtue, duty, moderation, and endurance.
In literature, as in philosophy, the Romans found inspiration in the

works of
their Greek neighbours. While often following Greek forms and models,
Roman
writers promoted their own themes and ideas.
The poet Virgil spent ten years writing the most famous work of Latin
literature, the Aeneid (ihNEEihd), the epic of the legendary Aeneas.
Virgil modeled the Aeneid, written in praise of Rome and Roman
virtues, after the Greek epics of Homer.

Here he speaks of government as being Romes most important
contribution to civilization.
Writing in the Greco-Roman
Education in the Greco-Roman world was no different, though perhaps it did so with a
rigor and thoroughness that would surprise those who are familiar only with current
methods of teaching writing.
Writing was also central to Greco-Roman education, at least in the latter stages of the
curricular sequence. Just when and how writing was taught will be the burden of the
following discussion of Greco-Roman education.
Greco-Roman education arose after the conquests of Alexander the Great in the
fourth century B.C.E. and indeed in response to them. The various Hellenistic
monarchies that arose after his death to rule the vast territories conquered by
him needed to be ruled by Greek speaking and writing administrators. By the
early third century there arose a three-stage curricular sequenceprimary,
secondary, and tertiarythat emphasized an intimate knowledge of poetry,
especially Homer, and culminated in a profound sophistication in writing and
delivering the three basic kinds of public speechesadvisory, judicial, and
celebratory. This system of education persisted largely unchanged century after
century despite the rise of Rome and later of Christianity and ended only with the
rise of industrialism, with its need of scientists and engineers more than literate
and rhetorically trained leaders.
They learned to recognize and write the letters of the alphabet; to write their own
names; to read individual words and short sentences, usually maxims; to copy
these maxims as beautifully as possible; to read brief poetic selections; and to do

some simple arithmetic.
The first lessons in writing began at the secondary stage. Secondary students,
aged eleven to fifteen and made up of only aristocratic boys and girls (and the
latter only until they married), concentrated on reading poetry, in particular the
Homeric epics, the whole of the Iliad and portions of the Odyssey, reading,
interpreting, and memorizing them.
Memorization of thousands of lines enabled them, as adults, to cite appropriate

lines as a literate response to any situation, thereby making them off as
educated. This cosmetic function of a secondary education is widely attested in
Greco-Roman literature, but one example will have to sufficea chreia, or
anecdote, attributed to the Cynic Diogenes
Besides reading poetrynot only Homer but perhaps some Euripides and
Menanderand committing it to memory.
Secondary students also learned grammar, in particular the eight parts of

speech that functioned as the organizing principle of the grammatical textbook of
Dionysius Thorax .
The tertiary stage began when students were about fifteen years old.
Only aristocratic boys remain now, because aristocratic girls would likely be
married and also because they could not travel, as their brothers could, to other
cities to learn philosophy or, more likely, rhetoric.
And at this stage the principal activity was writing. But writing did not begin with
any of the three kinds of speech, as they were too lengthy and complex for boys
just leaving the study of the poets.
Instead, writing began with shorter and simpler genresfor example, fables,
narratives, encomia, descriptions, and comparisonsand since these genres
taught the skills and styles needed eventually for writing speeches, they were
called progymnasmata, or pre-rhetorical exercises in composition.
Various authors selected a number of these progymnasmata, arranged them in a

graded sequence from simple to ever more complex, and added for each
progymnasma a definition, classification of sub-types, and compositional rules
and advice on structure and style.
Aphthonius included fourteen progymnasmata, beginning with the fable. Fables

were an ideal way for students to begin writing, for fables were not only brief but
also familiar to them from their childhood.
Aphthonius' model fable is that of the crickets and the ants. The second
progymnasma is the narrative, which is likewise defined and classified into three
sub-types. Specific instructions are provided, as narratives are to contain six
elements: who, what, when, where, how, and why. And the qualities of the
narrative are clarity, brevity, and plausibility. Aphthonius' model narrative is a

mythological story explaining why roses are red.
The third progymnasma, the chreia, makes a significant advance in students'

writing skills. The chreia, is again defined and classified, but now students
learned the style that marked the various kinds of chreiai, such as the use of the
participle "on being asked" in chreiai, when the person to whom it is attributed
responds to a question or the participle "on seeing" in chreiai when the person
responds to a specific situation.
Tertiary students are already writing rather lengthy and complex compositions.
But it should also be apparent that they learned to write by composing clearly
defined genres and using fully worked out models that provided topical and
stylistic guidance. One more progymnasma will demonstrate this conformity to
the demands of genre and the authority of models. This progymnasma is farther
along the sequencethe eleventh in Aphthonius' seriesand is called
characterization, which is a short speech that attempts to express a person's
character as it is revealed in a specific situation. Aphthonius asked students to
write speeches on topics like: what words Hecuba might say as Troy lay in ruins,
and what words a man from the interior might say on first seeing the sea.
In the field of literature, the Romans owed a great debt to the Greeks.
Many Romans spoke Greek and imitated Greek styles in prose and poetry.
Still, the greatest Roman writers used Latin to create their own literature.

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Greco-Roman Civilization

Roman Fine Arts

In bas-relief, or low-relief - images project from a flat background. Roman sculptors

Romans excelled at the art of painting. Most wealthy Romans had

bright, large murals, called frescoes, painted directly on their walls.

Few have survived.

Learning and Literature

Romans borrowed much of their philosophy from the Greeks.

Stoicism, the philosophy of the Greek teacher Zeno, was especially

In literature, as in philosophy, the Romans found inspiration in the

virtues, after the Greek epics of Homer.

Writing in the Greco-Roman

these maxims as beautifully as possible; to read brief poetic selections; and to do

Memorization of thousands of lines enabled them, as adults, to cite appropriate

Secondary students also learned grammar, in particular the eight parts of

Various authors selected a number of these progymnasmata, arranged them in a

Aphthonius included fourteen progymnasmata, beginning with the fable. Fables

narrative are clarity, brevity, and plausibility. Aphthonius' model narrative is a

The third progymnasma, the chreia, makes a significant advance in students'

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