By Emily A. Hemelrijk
Matrona Docta offers a different examine of the schooling of upper-class girls in Roman society within the imperative interval of Roman heritage, from the second one century BC to advert 235.
Emily A. Hemelrijk reconstructs women's possibilities to obtain an schooling, the impediments they confronted, the extent of schooling they can achieve and the judgement on informed girls in Roman society. She examines additionally the function of girls as patronesses of literature, studying and Roman women's writing.
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Additional info for Matrona Docta: Educated Women in the Roman Elite from Cornelia to Julia Domna (Routledge Classical Monographs)
Girls of the upper classes, at least the wealthier ones, mostly received home-tuition instead of going to school, and they may have continued their studies until the day of their marriage. There are no indications that the education of girls differed in substance from that of boys, or was tailored to their future condition as wives and mothers (but many of them were probably taught spinning and weaving, and other domestic skills, as well); rather, in the first and second stage of Roman education they followed the education of boys, while the third stage (rhetorical training) was, as a rule, denied them.
There was plenty of variation in wealth between the decuriones of different towns, mainly dependent on the size of the town. 43 However, these families apparently possessed enough money between them to establish a ‘grammar’ school in their home-town and to pay the fees of the teachers; in addition, Pliny promised to contribute one-third of what they collected and wished them to appoint teachers of such repute that they would attract pupils from the neighbouring towns and villages as well. No word about the education of girls in this story Presumably they were sitting at home or had married at the age their brothers went to Milan to study.
49 It seems likely that equestrian families, at least the wealthier among them, followed senatorial example, but families of the municipal upper classes may also have done so in due course, though here we have very little to go on. The wealthier among them may have had private teachers for their sons, and perhaps also for their daughters, but many others must have relied on schools in their home-town, or have sent their sons, but not their daughters, to a larger town nearby. In these less wealthy groups the education of girls must have depended to a much greater extent than that of boys on the presence of schools in their home-town.
Matrona Docta: Educated Women in the Roman Elite from Cornelia to Julia Domna (Routledge Classical Monographs) by Emily A. Hemelrijk