First Schools

In the evolution of knowledge and education we find the interaction of different civilizations collating the principles of each other progress and successes. As we learn of the first schools in Sumer found in the article “First Schools” written by Samuel Noah Kramer it is clear that the ancient world had an advanced and developed system of education which competitively resembles that of ancient Egypt. In the following reflection I will be comparing these first schools with Ancient Egyptian Education. And, what are my thoughts on teacher effectiveness today in comparison?

Even though there may be much debate about who developed the first schools in the ancient world, there is certainly enough evidence to prove that they existed and that they shared in similar practices from enculturation to vocationalism. In the “first schools” in Sumer we find several dynamic principles which were the cornerstone of its educational system. First, were there cuneiform writing systems which reflected there development of language, linguistics, symbols, sounds, writing, and instruction. This discovery gave us a better understanding of the importance of training, and revealed Sumer’s economical and vocational advances which began in the early 3000 B.C. These advancements lead to a development of more profound studies such as theology, zoology, mineralogy, grammaticism and others. Due to the dexterity of these subjects much of the commoners of Sumer were unable to achieve elite status because of their financial and educational burdens or limitations.

Also found in this great city was the establishment of mentors (elders or school fathers) who adopted the trainees, and who had the responsibility of preparing and instructing these future apprentices for success. The progress of each student reflected the success of his mentor, this coalition was so important that mentors practiced great forms of discipline which guaranteed success. Not succeeding could have meant time lost, and perhaps even discipline in “the forms see fit” by the hierarchy.

In contrast, we see Egypt with its mighty edifices and government performing much of the same practices as Sumer. Egypt and all its riches depended on the success of its apprentices. Schools were not any different, nor were the learning styles. Students would embark in a long educational journey which brought with it discipline, instruction, correction, and repetition. Excellence was not an option, and “school fathers” were responsible for the development of the next generation of successors. From the hieroglyphics writings to the construction of the great pyramids Egypt didn’t fall behind any other civilization. Their accomplishments depicted the achievements of the hierarchy (elites) and left markers in the history of education. From scribal vocations to agricultural pioneers we see a development of knowledgeable students and need for a well developed education system.

Analyzing more closely the effectiveness of these ancient teachers compared to the modern day instructor we find some similarities in the philosophical approach of how to conduct effective classrooms. It is my contention that Sumer and its counterpart (Egypt) used a philosophical approach of education called “direct teaching” and “mastery learning”. These two approaches focus much of its attention on “structured lessons in which presentation of new information is followed by student practice and teacher feedback” and “programs committed to the credo that, given the right tools, all children can learn". In the later, a behavioral objective is required where students are then taught the skill or material and then they are tested to determine if the objective has been reached. These principles secured that the most elite students would move on to greater success and begin their lifelong vocation.